CONDUCTING RPL PRE-ASSESSMENT

RPL PRE ASSESSEMENT 

SUMMARY OF THE ROLE PLAY

During the pre-assessment, Paul Tunai, the candidate and the RPL (Recognition of past Learning) Practitioner engaged in a role-play aimed at evaluating Paul's past knowledge and abilities. Clarifying the assessment procedure, outlining its goal and making sure that all relevant elements were taken into consideration before the actual assessment began were the objectives.

The assessment's goal was to evaluate Paul Tunai's proficiency in light of his past knowledge and experiences. The purpose of this pre-assessment is to determine whether Paul's education, work experience and skills meet the requirements for the pertinent qualifications or units of competency.

 The practitioner  briefed Tunai that the assessment will last for four hours.

Methods of Assessment: The RPL practitioner asked Paul about his work history, pertinent abilities and prior training during a oral interview. Evidence collection techniques used in the assessment process included portfolio reviews, photos, videos paul doing different techniques of fabric decoratios,samples of decorated fabrics, evidences banned in CD. The RPL practitioner clarified that, based on Paul's proficiency, a few techniques might be applied for the entire evaluation procedure.

Conditions of the Assessment: In accordance with established protocols, the assessment will be conducted in a formal setting. To ensure accuracy and impartiality, the RPL practitioner told Paul that all evaluations will be conducted in a calm, safe and distraction-free setting. Depending on the type of skill being evaluated, certain tests might be conducted in a controlled environment or at Paul's current place of employment. Tunai requested the assessment to be conducted in the institution because of disturbance from his place of work

Units of Competency that are relevant: The RPL practitioner listed the precise units of competency that apply to Paul's credentials. These include capabilities relevant to his area of competence. The practitioner explained the unit's requirements and the evaluation process.

Skills Upgrading Opportunities: Based on the assessment's results, the RPL practitioner explained the possibility of skills upgrading opportunities, and if Paul's skills were found to be deficient in any areas, he would receive recommendations for training or further development to meet the necessary competencies.

Appeal Procedure: According to the RPL practitioner, Paul was entitled to file an appeal if he believed the assessment results were unfair. To ensure fairness and openness, the appeal process include making a formal request for review, which will be evaluated by an impartial panel. the practitioner also told Paul that this process has some charges involved.

Information Security and Confidentiality: Paul was reassured by the RPL practitioner that all private data and test findings would be treated with the highest discretion. All information gathered during the evaluation would be safely kept and only individuals with the proper authorization would be able to access it. The privacy policies were also explained to Paul.

All things considered, the role play was a fruitful dialogue between Paul Tunai and the RPL practitioner, setting the stage for a fair and transparent assessment process.

THE ROLE PLAY

WRITTEN EVIDENCE