FLS

This is Learning Outcome No. 2 - Conducting Pre - Assessment. The following are the Contents and Assessment Criteria of this unit.

CONTENTS:

1. Recognition of Prior Learning

2. Pre-assessment

ASSESSMENT CRITERIA:

1. Pre-assessment instruments are prepared in accordance with the number of applicants

2. Context and procedures of pre-training assessment are well explained according to guidelines.

3. Evidence is gathered using the assessment tools specified in the evidence plan.

4. Evidences are evaluated and feedbacks are discussed based on the results of the pre-training assessment.

5. Current competencies and prior learning are determined and credited.

6. Characteristics and profile of learners are evaluated.

This Unit will deal with your practice on how to use the forms prepared in Plan Training Sessions to recognize prior learning of trainees and to establish their training needs and characteristics. 

After accomplishing and submitting all activities of this Unit, you are ready to proceed to the next Unit on facilitating learning sessions. 

Learning Objectives:

After reading this INFORMATION SHEET, you should be able to:

1. define RPL;

2. enumerate the advantages of RPL;

3. determine evidences of competency; and

4. identify the criteria for assessing evidences of prior learning.

Before starting training, you should recognize prior learning of your trainees so that skills previously learned will not be trained anymore. Training should focus on the things that are not yet known by the trainee. This will make CBT more interesting to your trainees.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) refers to the acknowledgement of skills and knowledge held as a result of formal training, work experience and/or life experience. 

Recognition of prior learning or experience is a form of assessment used to determine whether a person has achieved, through informal and formal learning and experience, the required competence for entry and/or credit in a recognized course or training program. (Rumsey 1994, p.15) 

RPL is an essential component of competency - based training. It focuses on current competency standards gained by individuals through:

• Work experience

• Life experience

• Formal training

• Informal training

Advantages of RPL

• RPL allows you to complete formal education in a shorter period of time and at less cost.

• RPL means that you do not have to repeat or waste time learning what you have already learned.

• RPL increases your career and education options through recognized skills and knowledge.

Evidences for RPL

A trainee needs to provide sufficient evidence of his knowledge and skills by submitting relevant documents and/or materials. The integrity of the RPL process cannot be compromised, therefore the burden is on the trainee to supply as much evidence as possible but it is with the trainer to confirm trainee’s competence.

Evidence could consist of any or all of the following:

• formal statements of results 

• examples of work or resources which you have produced

• performance appraisal reports

• references from current or previous employers

• position descriptions/job role

• details of formal training, seminars, conferences and workshops you have attended

• which are relevant to this qualification

• certificates of participation / achievements / awards / letters of commendation

• video tapes, tape recordings and/or photographs of work activities

• specific details of work and/or participation in projects

• written testimonials from managers or colleagues

• written validation from workplace supervisor

• documented workplace demonstration

RPL assessment

The process includes an assessment of skills and knowledge against the elements and performance criteria of the relevant unit. Trainee’s competence will be assessed against the following six criteria. 

• Authenticity Does the trainee have evidence of his skills and knowledge? (Include formal qualifications, position descriptions, references and any other material to support the claim. The evidence must be authenticated by the appropriate authority.)

• Currency. Are the skills and knowledge used in the work force now?

• Quality. Are the skills and knowledge at a standard appropriate for current requirements as per Competency Standards?

• Relevance. Are the skills and knowledge relevant to the particular qualification?

• Transferability. Are the skills and knowledge gained elsewhere relevant to the particular qualification?

• Validity. Can the applicant demonstrate a skill required for the course? (This may be necessary for practical units.)

The perceived benefits of RPL for participants:

• formal recognition of work and life skills

• elimination of redundant learning

• reduction in time spent in college

• boosted self-esteem

• more rapid access to higher paid and higher status jobs

The perceived benefits for the Training Institution:

• avoid wasting resources on retraining students who already 

• possess relevant skills and experience

• maximizing places for those people who need training 

• in the longer term, closer liaison with industry

The perceived benefits for employers:

• speedier training of employees 

• continuity of staff

• more effective and efficient use of skills in the industry resulting in a balance between labor supply and demand

• employees' study leave requirements and time away from the workplace being kept to a minimum

Learning Objectives:

After reading this information sheet you should be able to:

1. identify and explain the purposes of pre-assessment and

2. enumerate the materials needed for pre-assessment.

In Unit 1 of the module for Planning Training Sessions you were able to prepare the gathering tools to determine trainee’s characteristics and their training needs. In this module you will use the pre-assessment tools you prepared in Plan Training Session.

Pre - assessment is a very important process in CBT. This is very critical for the identification of training needs and appropriate methods of training for each individual trainee. 

Purposes of pre-assessment

The following are some of the purposes of pre-assessment:

1. To determine trainee’s characteristics

Trainee’s characteristics are inputs in the preparation and scheduling of the activities of each trainee. Training methods appropriate for the trainee will be dependent on his characteristics and learning styles. In the Plan Training Session, you were asked to prepare the Data Gathering Instrument for Trainees Characteristics. This should be administered to each trainee for reference.

2. To recognize prior learning

CBT recognizes prior learning. This is especially important when planning the learning activities of each trainee. A pre-assessment is necessary to recognize the skills that are already learned previously through training or experience of the trainee. Before recognizing the prior learning however, pre-assessment should be done. It is recommended that the following methods of assessment shall be done to ensure that prior knowledge are recognized:

a. Self-assessment (use Form 4.1)

b. Portfolio assessment (use Form 4.2)

c. Interview (use the institutional competency evaluation tools)

After the self-assessment and portfolio assessment, it is necessary to make sure the trainee has a prior learning for recognition. If in doubt about the portfolio submitted, the ultimate test is to let him demonstrate the skill. Before the demonstration however, it is more cost efficient to interview the trainee to establish the possibility that he can demonstrate. The Institutional Competency Evaluation Tool is the best source of the interview questions since these questions were based on the evidence plan.

d. Demonstration method (use the institutional evaluation tools)

The ultimate test of competency is demonstration of skills. The Institutional Competency Evaluation Tool is most appropriate for this purpose. 

Note: A Certificate of Achievement should be awarded to a trainee who has prior learning. The Certificate is the proof of recognizing the prior learning.

3. To determine training needs (use Form 4.3 & Form 4.4)

After assessing the skills of the trainee, Forms 4.3 and 4.4 are used. This will summarize the training needs of each trainee. 

Pre-assessment Activities

1. Determine the time for each student to accomplish all forms. Write them down on the board before the pre-assessment starts.

Nitko (2001, p.117) provides some estimates of time to complete various types of questions for junior and senior high school students. Oosterhof (2001, p. 117), gives similar estimates but indicates poor readers might need more time.

2. Explain the purpose of the pre-assessment which are the following:

a. To determine the learner’s characteristics

b. To determine current competencies

c. To recognize prior learning

d. To determine training needs

e. The data gathered will be used to adjust learning methods, facilities/resources to fit individual training needs

3. Plan adjustments for trainees special needs such as the following:

i. Providing written instructions for students with hearing problems

ii. Using large print, reading or recording the questions on audiotape (The student could record the answers on tape.)

iii. Having an aide or assistant write/mark the answers for the student who has coordination problems, or having the student record the answers on audiotape or type answers

iv. Using written assessments for students with speech problems

v. Administering the test in sections if the entire test is too long.

vi. Asking the students to repeat the directions to make sure they understand what to do

vii. Starting each sentence on a new line helps students identify it as a new sentence Including an example with each type of question, showing how to mark answers

4. Check to see that directions for marking or scoring (point values, etc.) are included with each type of item.

5. Decide if students are to mark answers on the test, use a separate answer sheet, or use a blank sheet of paper.

6. Make an answer key. (This is easy to do as you write the questions.)

7. Prepare the following forms for the pre-assessment for each student:

• Form 4.1

• Form 4.2

• Form 4.3

• Form 4.4

• Questionnaire for determining learner’s characteristics

Before the pre-assessment

• Written Pre-assessment Instrument (pre-test)

A trainer’s test administration procedures can have great impact on trainee’s test performance. As you will see in the guidelines below, test administration involves more than simply handling out and collecting the test.

1. Avoid instilling anxiety 

2. Give as many of the necessary oral directions as possible before distributing the tests, but keep them to a minimum.

3. Explain the purpose of the test.

4. Give test - taking hints about guessing, skipping and coming back, etc.

5. Tell students the amount of time allowed for the test. You may want to put the length of time remaining for the test on the board. This can be changed periodically to help students monitor their progress. If a clock is prominently available, an alternative would be to write the time at which they must be finished.

6. Tell the students how to signal you if they have a question.

7. Tell the students what to do with their papers when they are finished (how papers are to be collected).

8. Tell the students what they are to do when they are finished, particularly if they are to go on to another activity (also write these directions on the chalkboard so they can refer back to them).

9. Rotate the method of distributing papers so you don't always start from the left or the front row. 

10. Make sure the room is well lighted and has a comfortable temperature.

11. If a student is absent, write his/her name on a blank copy of the test as a reminder that it needs to be made up.

During Pre-assessment

1. Distribute the following:

a. Data Gathering Tool for Trainees Characteristics

b. Form 4.1

c. Form 4.2

2. Ask trainees to fill-up the questionnaire and forms. Time allotment is to be determined by the trainer.

3. Administer the pre-test.

After the Test

1. Collect the test paper and answer sheets immediately after a trainee finishes.

2. Check the answers of the pre-test. This will be one of your basis in assigning trainees in their work stations. This is also an input for the RPL.

3. Base on the data collected from Form 4.2 and the pre-test scores, determine trainees who possibly have RPL.

4. Set a schedule for interview and demonstration for trainees who are candidates for RPL.

5. After the interview and demonstration of skill, recognize prior learning by awarding Certificate of Achievement.

6. Record results to the progress chart.

7. Identify individual training needs using Form 4.3 and 4.4.