Recognising and Recording Recognising and Recording Progress and AchievementProgress and Achievement
(RARPA)(RARPA)
An IntroductionAn Introduction
Silvia Hanley
Contract OfficerCulture & Adult Education
Lincolnshire County Council
What is RARPA?What is RARPA?
• Process that assists learners and tutors to recognize and record the progress and achievement of the learner.
• Focused on the learner.
• Evidences the learner journey.
• Helps to monitor the quality of learning and teaching in non-accredited learning.
What is RARPA?What is RARPA?
• Identifies and records:– Learner starting point– Achievement of course learning outcomes– Achievement of personal learning outcomes– Progress made during the course (formative
assessment)– Progress made at the end of the course
(summative assessment)– Feedback from learner– Feedback from tutor
Where has RARPA come from?Where has RARPA come from?
• National Learning Skills Council (LSC) initiative, developed in conjunction with: – NIACE (National Institute of Adult Continuing
Education) and
– LSDA (Learning and Skills Development Agency).
• Addresses perceived shortcomings in non-accredited provision.
• Piloted throughout the country in a range of settings (since 2004).
• Reporting to LSC against achievement of Learning Outcomes compulsory from Sept 2009.
Current Policy LinksCurrent Policy Links
• Common Inspection Framework(CIF)
• Measuring Success (LSC mandate)
What does RARPA mean in practice?What does RARPA mean in practice?
• For Tutors:– Provides an educationally sound
framework for planning and delivery of courses.
– Provides an opportunity to check that provision is learner-centred.
– Ensures learners’ goals are recognised and counted towards learners’ achievement.
– NOT meant to introduce new layers of bureaucratic paperwork.
What does RARPA mean in practice?What does RARPA mean in practice?
• For Learners:– Ensures well-planned sessions and clear aims
and learning outcomes.
– Provides learners with identifiable learning journeys.
• Where did I start? Initial Assessment
• What is my progress? Formative Assessment
• Where am I now? Summative Assessment
• Where do I want to go next? IAG
Learner JourneyLearner Journey
Start During the course End of course Where did I start? What is my progress? Where am I now?
INITIAL ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
??? ?!? !!!
Learner JourneyLearner Journey Future Progression What do I want to do next?
INFORMATION, ADVICE & GUIDANCE (IAG)INFORMATION, ADVICE & GUIDANCE (IAG)
What’s next?PCDL? Certificate? NVQ? Diploma? ...
Stage 1
Stage 2
Stage 3Stage 4
Stage 5
RARPA: 5-staged ProcessRARPA: 5-staged Process
Appropriate Aims
Initial Assessment
Challenging Learning
Objectives
Formative Assessment
Summative Assessment
Stage 1: APPROPRIATE AIMSStage 1: APPROPRIATE AIMS
Element Evidence
Course AIM(S)AIM(S)::• Broad statements of overall goals, ends or intentions of teaching.
• Must be appropriate to an individual learner or groups of learners.
• What is the course aiming at?
• Who is the course aimed at?
• What is the expected level of learning.
• What are the required pre-requisites?
Aim(s) must be stated clearly for all programmes on:
• Pre-course information, e.g. course information sheet (CIS)
• Information about pre- requisites and resources
• Scheme of Work (SOW)
• Session plan
Stage 2: INITIAL ASSESSMENTStage 2: INITIAL ASSESSMENT
Element Evidence
INITIAL ASSESSMENTINITIAL ASSESSMENT to establish the learner’s starting point.
• Why has the learner joined the course?
• Existing knowledge relevant to the course
Recording of outcomes of process of establishing learners’ starting points:
• Enrolment form
• Personal Learning Record (PLR)
Stage 3: CHALLENGING LEARNING Stage 3: CHALLENGING LEARNING OBJECTIVESOBJECTIVES
Element Evidence
Identification of appropriately CHALLENGING LEARNING CHALLENGING LEARNING OBJECTIVESOBJECTIVES (SMART)(SMART)
•Statements describing what learners will be able to do as a result of learning.
• Initial: Set at the beginning of course
• Renegotiated and revised: during the programme
Clearly stated and suitably challenging objectives (SMART) for all programmes and, wherever feasible, individually for each learner:
• Scheme of Work (SOW)
• Session plan
• Personal Learning Record (PLR)
Stage 4: FORMATIVE ASSESSMENT Stage 4: FORMATIVE ASSESSMENT (During the programme)(During the programme)
Element Evidence
FORMATIVE ASSESSMENTFORMATIVE ASSESSMENT::Recognition and recording of progress and achievement DURING DURING PROGRAMMEPROGRAMME including
• Tutor feedback to learners
• Learner reflection
• Progress reviews
Examples of appropriate evidence include records of:
• Learner self-assessment
• Group and peer assessment
• Tutor records of assessment
• Activities and individual or group progress and achievement.
• Learners’ files, journals, diaries, portfolios
• Artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, photographs and other forms of evidence
Stage 5: SUMMATIVE ASSESSMENT Stage 5: SUMMATIVE ASSESSMENT (At the end of programme)(At the end of programme)
Element Evidence
SUMMATIVE ASSESSMENTSUMMATIVE ASSESSMENT:
Recognition and recording of progress and achievement at the END OF PROGRAMMEEND OF PROGRAMME including:
• Learner self-assessment
• Tutor review of overall progress and achievement
Examples of appropriate evidence include records of:
• Learner self-assessment
• Group and peer assessment
• Tutor records of assessment
• Activities and individual or group progress and achievement.
• Learners’ files, journals, diaries, portfolios
• Artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, photographs and other forms of evidence
Proposed Stage 6Proposed Stage 6
Element Evidence
PROGRESSION:
Information, Advice and Information, Advice and Guidance (IAG)Guidance (IAG)
To ensure that learners receive professional information, advice and guidance relating to their future progression.
Record of progress intentions to establishing learners’ progression route:
• Enrolment form
• Personal Learning Record (PLR)
• Register
• nextstep documentation
Summary of RARPASummary of RARPA• Compulsory from September 2009 for all non-
accredited courses.• Currently a five stage process. • Identifies and records:
– Learner starting point
– Achievement of course aims and learning outcomes
– Achievement of personal learning outcomes
– Progression during the course (formative)
– Progression at the end of the course (summative)
– Feedback from learner
– Feedback from tutor
Summary of supporting evidenceSummary of supporting evidence• Learner charter and learner handbook (Induction)
• Course agreement/rationale (Induction)
• Initial assessment / Course Information Sheet (CIS)
• Scheme of work (SOW)
• Generic lesson plan
• Personal Learning Record (PLR) / Individual Learning Plan (ILP)
• Tutor Records of Learner Achievement (TRLA)
• Internal moderation procedures
• Observation of teaching & learning (OTL) procedures
ANY QUESTIONS?ANY QUESTIONS?
Examples of Documentation Examples of Documentation Supporting RARPASupporting RARPA
Personal Learning Record (PLR)Personal Learning Record (PLR)
Learner Name: Course Title:
Tutor Name: Provider:
Day/Date: Time:
1. Have you taken part in any learning (formal or informal) during the last three years?
Yes No
2. How easy was it to find out what was on offer from your learning provider?
Easy Not easy
Tutor Use Only
Comments – If not easy, can you say what would have helped to improve this?
3. Did you find the enrolment process easy? Yes No Comments – If not easy, can you say what would have helped to improve this?
1.
Aim
s
Please give details of any special help or support you will need to fully participate in this course:
2.
Initia
l
Asse
ssm
en
t
4. Introduction to your Course/Venue – have you been told about?
Venue information (toilets, refreshments etc) Yes No
Course information – e.g. what it involves Yes No
Course information – materials required/cost? Yes No
Assessment information (if applicable) Yes No
Health and Safety (e.g. fire action) Yes No
Was the information provided overall:
Good Too Much Too little
1.
Aim
s
What Do I Already Know?
5. Please tick the statement that reflects your present knowledge and understanding of the subject of the course.
I know nothing about this subject Yes
I know a little about this subject Yes
I know about this subject but want to know more Yes
I know a lot about this subject Yes
Have you completed an initial assessment? (Ask your tutor if you are not sure)
Yes/No Date
1.
Aim
s &
2.
Initia
l A
sse
ssm
ent
6.
Complete this section at the beginning and end of the course. Review your learning and assess your achievement:
Please insert date: Learning Objectives: The tutor has planned that by the end of this course you will be able to:
I have not achieved this yet
I have partially
achieved this
I have fully achieved
this
1
2
3
4
5
1.
Aim
s 3
. C
halle
ngin
g O
utc
om
es
4.
Reco
gniti
on &
Record
ing &
5.
End o
f P
rog L
earn
er
Self
-Ass
ess
ment
What else do you want to achieve from the course: Personal Outcomes?
1
2
3
4
5
2.
Initi
al A
ssess
ment
3.
Challe
ngin
g O
utc
om
es
& 5
. E
nd
of
Pro
g L
earn
er
Self-A
ssessm
ent
7. Please tell us your plans in relation to continuing in learning or other progression on completion of your course.
I intend to enrol on another course with this organisation next term/year Yes/No
I would like to continue studying in this subject area and would like further information Yes/No
I would like a confidential chat with someone about career or course options open to me. If yes please enter your phone number here:
Yes/No 5.
End o
f P
rog L
earn
er
Self-
Ass
ess
ment
End of course Review – Learner comments:
End of course Review - Tutor comments:
3.
Challe
ngin
g O
utc
om
es
4.
Reco
gniti
on &
Record
ing &
5.
End o
f P
rog L
earn
er
Self-A
ssess
ment
Learner Signature Date
Tutor Signature Date
How Do You Like To Learn? (Please tick all that apply to you)
Listening Watching
Doing Reading
Learner progress record At the end of each session take a few minutes to reflect on what you think you have learned that will help you to achieve one or more of your learning outcomes. Check with your tutor if you are not sure. For each session please think about the following:
What skills or knowledge have I learned or improved today? What do I still need to improve and progress?
Session 1
Learner comments:
Tutor’s initials Date Tutor comments/progress review:
3. C
halle
ngin
g O
utco
mes
&
4. R
ecog
nitio
n &
Rec
ordi
ng
Session 2
Learner comments:
Tutor’s initials Date Tutor comments/progress review:
3. C
halle
ngin
g O
utco
mes
&
4. R
ecog
nitio
n &
Rec
ordi
ng
Session 3
Learner comments:
Tutor’s initials Date Tutor comments/progress review:
3. C
halle
ngin
g O
utco
mes
&
4. R
ecog
nitio
n &
Rec
ordi
ng
What Have I Learned?
How many of the learning outcomes listed in Section 6 have you achieved? (Please tick)
How many of the personal outcomes listed in Section 6 have you achieved? (Please tick)
End of course review (tutor’s comments) Date:
5.
End o
f P
rog T
uto
r su
mm
ativ
e A
ssess
ment
Do not forget to complete Section 7 – progression
5 4 3 2 1
%
(for tutor use only)
5 4 3 2 1
%
(for tutor use only)
Tutor Record of Learner Achievement Tutor Record of Learner Achievement (TRLA)(TRLA)
SAMPLE
Tutor Name
Course Title
Course Date
Learning Outcomes
Jam
es
Bro
wn
May
W
est
1
2 x
3
4 x
5 x
Total number of Learning Outcomes Achieved 3 / 5 4 / 5
Personal Outcomes
1
2
3
4 x
5
Please tick if a learner has achieved their personal outcomes
Total number of Personal Outcomes Achieved 3 / 4 3 / 3 TOTAL NUMBER OF ALL OUTCOMES ACHIEVED: 6 / 9 7 / 8 Total of all Outcomes Achieved (%)
Add the number of Learning Outcomes and Personal Outcomes together and calculate the percentage achieved in comparison to the total number of all Outcomes. Benchmark for achievement is 75% or above.
67% 88%
5. E
nd o
f cou
rse
Tut
or S
umm
ativ
e A
sses
smen
t
