1 Recognising and Recording Progress and Achievement (RARPA) in Pracce What’s it all about? RARPA is a learner-centred staged process that aims to improve the learning process for each learner by facilitating reflection of learning and progress at key points during a course. Tutors have a key role to play in making this process beneficial for each learner involved and in ensuring that the methods used to record and recognise progress and achievement are appropriate and have value for the learner. The tutor must record achievement. RARPA is designed to evidence achievement against the specific learning outcomes and the personal outcomes learners set themselves during a non-accredited course. Learners must achieve at least 80% of these outcomes to claim full achievement. There are two elements to the RARPA approach: The Staged Process consisting of five core steps which provide a means of recording progress and achievement for non-accredited learning Quality assurance processes for RARPA using providers’ existing self-assessment and continuous improvement processes In the classroom (5 stages) 1. Learners are clear about the aims and outcomes of the course. 2. Learners are ‘initially assessed’ so the tutor understands their starting points, level and motivation and can adapt their teaching accordingly. 3. They have challenging individual objectives/goals which are renegotiated and reviewed during the course. 4. Their progress is monitored and recorded and they receive constructive feedback so they know how they can improve (formative assessment). 5. They recognise which outcomes they have achieved at the end of the course and their success is celebrated (summative assessment). Line management (3 stages) 6. Monitoring the consistency of the RARPA process 7. A robust quality assurance system for the review and improvement of provision using RARPA process 8. Effective performance management and CPD in relation to RARPA
Transcript
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Recognising and Recording Progress and Achievement (RARPA) in Practice
What’s it all about?
RARPA is a learner-centred staged process that aims to improve the learning process for each learner by facilitating reflection of learning and progress at key points during a course. Tutors have a key role to play in making this process beneficial for each learner involved and in ensuring that the methods used to record and recognise progress and achievement are appropriate and have value for the learner. The tutor must record achievement. RARPA is designed to evidence achievement against the specific learning outcomes and the personal outcomes learners set themselves during a non-accredited course. Learners must achieve at least 80% of these outcomes to claim full achievement. There are two elements to the RARPA approach:
The Staged Process consisting of five core steps which provide a means of recording
progress and achievement for non-accredited learning
Quality assurance processes for RARPA using providers’ existing self-assessment and
continuous improvement processes
In the classroom (5 stages) 1. Learners are clear about the aims and outcomes of the
course. 2. Learners are ‘initially assessed’ so the tutor
understands their starting points, level and motivation and can adapt their teaching accordingly.
3. They have challenging individual objectives/goals which are renegotiated and reviewed during the course.
4. Their progress is monitored and recorded and they receive constructive feedback so they know how they can improve (formative assessment).
5. They recognise which outcomes they have achieved at
the end of the course and their success is celebrated
(summative assessment).
Line management (3 stages)
6. Monitoring the consistency of the RARPA process
7. A robust quality assurance system for the review and
improvement of provision using RARPA process
8. Effective performance management and CPD in relation to
RARPA
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Evidencing the RARPA stages In order for us to evidence to ourselves, to learners, to managers, to Ofsted and the Skills Funding Agency that all our students are learning, some sort of record of the 5 stages of RARPA has to be produced. RARPA’s principle purpose is to support learning and teaching. Stage 1: Are the learners clear about the aims and outcomes of the course? Make sure you add flesh to the course outcomes by discussing these at the start of the course. If the learners haven’t studied the subject before, the learning outcomes may seem meaningless without your input. Also give learners a course programme so they can see what they are doing week by week (you can add that this may be changed if necessary) and keep this in your course file. Stage 2: Initial assessment The ILP can evidence all stages of RARPA including initial assessment. The first part of the initial assessment could be a questionnaire for learners to complete. However, it is not sufficient in itself and won’t be very useful to you or your learners if it is not integrated into classroom activities. A useful way of carrying out meaningful initial assessment is through a simple icebreaker where you ask learners to share their previous experience and motivations with you and each other. You can take your own notes, or ask learners to work in pairs, each person recording motivations and goals for their partner. Alternatively, ask learners to write additional notes about their goals and motivations on post it notes which can be attached to the ILPs. You do not have to do everything on the first day. You could email a questionnaire to learners to complete before session 2, once you have been through the learning outcomes and initial assessment activities in class. Record initial assessment activity on your Scheme of Work/Lesson Plan—make it clear how long this takes and what the process is. Initial assessment must also include key questions or activities that assess English, Math, ICT and additional support needs.
Stage 3: Setting and reviewing challenging individual objectives/goals During initial assessment, give learners a chance to reflect on what their motivations and interests are and identify their learning goals. Many learners will simply want to achieve the listed learning outcomes. However, they may be more interested in some rather than others. They may have different longer term goals e.g. they are using the course for work related, travel, or family reasons, or they want to go on to an accredited course. Make sure they record these goals on the ILP (or other document) and take them into account in your planning. Recording challenging individual objectives is very important for returning learners to the same programme. What more can they achieve on this programme compared to last time? Consider using C-SMART or SMART-ER approach to goal setting for these learners. In many subjects, it can be very useful to give students examples of SMART (specific measurable, appropriate and realistic) learning goals so they can select one that suits them. (e.g. conduct basic conversations when I travel to x; design a website for my business; use some key assertiveness strategies at work with my boss; use BSL for everyday conversation with my deaf relative).
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Stage 4: Recognising and recording progress During the course, all learners should have a chance to review their progress against the learning outcomes and to renegotiate their learning goals. It is very common for learners to become clearer about what they want to achieve as a course progresses. They should also have a better insight into their strengths and what they need to do to improve. So set at least one review point (more on longer courses). This stage is the one teachers most commonly term ‘RARPA’ and can cause the most difficulty as it involves recordkeeping and evidence. The key questions which underpin this stage are:
Do my learners know what they have achieved so far, and what they need now to do to improve and/or develop further?
Have I got evidence of this progress? We need to devise a system that is both quick to use and also useful to us for planning lessons. ACL does not prescribe any one system as what works best will depend on the subject area. However the records must be about individual learning against course and personal outcomes. Typically records will be a set of notes in chart form, with learners’ names down one axis and learning outcomes along the other axis. The tutor writes in comments or uses a key. If you use a key think carefully—it must indicate the degree of progress in a meaningful way for your subject. The best systems, however, include evidence from learners as well as the tutor. Learners’ commentaries on their work, journals, or post it note reviews from the ends of sessions are some examples. In some subjects teachers find it useful to keep product evidence. However, a series of photos of
learners’ work with no commentary is not much use to demonstrate progress. Photos kept once or
twice during the course, with a comment from the learner and the teacher, provides strong
evidence. Some tutors are blending product evidence and learner reflections online e.g. using blogs,
Moodle, Pinterest.
If students are doing regular homework and you are commenting on it, remember to keep a record of your comments, or copies of the coursework. Stage 5: Summative assessment and celebration— have learning outcomes been achieved? How do you and your learners know whether the learning outcomes have been achieved and their goals have been met? On a non accredited course, learners have succeeded if they have achieved at least 80% of the learning outcomes/goals that they have set themselves during the course. This achievement can be recorded within documents or the ILP. The tutor must evidence overall achievement. There should also be some celebration of their success. It may be you finish with an exhibition, a learner presentation, a performance or a final exercise that pulls together all that has been done on the course. Make sure learners get feedback from you and/or their colleagues on their achievement.
Whatever we do, its important that learners go away with a sense of what outcomes they have conquered and where to go next.
How is RARPA impacting on your teaching? Having great records of learners starting points and progress is only half the RARPA story. We also need to show that this has impacted on our planning and teaching. Handwritten additions to lesson plans and
schemes of work, or notes relating to
individuals on lesson plans, are a great way of
doing this.
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21 useful tools and methods 1 Use a simple chart Design a tracking chart with learners’ names down one axis and learning outcomes each week/sections of the course along the top. Write notes on how learners have progressed towards the outcome in that session, or group of sessions, and any adjustments you might want to make – e.g. extension or catch up activities for individual learners. If you do this on a computer, you can copy and paste these notes into your lesson plan for the next session/s. 2 Use a rating scale For short courses you can use a rating scale instead of writing notes. Make sure you think carefully about this scale according to your subject so the rating is meaningful. You need to consider key assessment criteria. E.g. for fitness this might relate to a students’ fitness, flexibility, heart rate etc. 3 Keep a notebook with a page for each student This is a simple system of keeping notes of progress. Allocate a page per learner in a notebook and date the entries. Write brief notes each week or every 2/3 weeks on each student’s progress against learning outcomes. Note what this implies for your next lesson/s. 4 Messy RARPA is a simple way of remembering this recording does not have to be perfect. It can be hand-written notes, collections of post it notes, flipchart sheets, or photos of work with scribbled comments.
Initial assessment - learner centred (Stages 2-3) 5 Devise an initial assessment form Use a simple form alongside the ILP to find out more about your learners’ starting
points. If you wish you can also include a diagnostic test or quiz.
6 Use post it notes Endless variations of this. Ask learners to record what they want to achieve, their
learning goals, what they want to get out of the course. Post it notes come in all
sizes and shapes and colours. Display them; add them to your paper evidence.
Make sure you get learners to put their names and the date on them.
7 Learners interview each other Ask learners to interview each other about any of the above. They can record the interview on a questionnaire.
8 Mark a target to show how near the ‘bull’s eye’ you are for a learning outcome (Stages 3-4) Ask learners to show on a target how far they feel they have achieved the learning outcomes by marking a target with an x. Or ask them where they are at the start of the session and where they have moved to by the end. 9 Traffic Lights/Smiley Faces/Rating Scale Learners evaluate methods, topic or their understanding using traffic lights, smiley faces or a rating scale. 10 Learners set a quiz Ask learners in pairs or groups to set questions for a quiz. Choose a selection to create a quiz for the whole class. 11 The Jelly Baby Tree The tree has numerous figures expressing different responses and emotional expressions. Ask learners to evaluate how they feel about their learning, for the session or the course by circling an appropriate figure and then discussing ‘why’ with a partner. If they sign and date it, it’s RARPA evidence.
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12 3 things I have learned and one question At the end of a session, ask learners to record 3 things they have learned and a question they have. They can put these on post it notes and you can display them. Then gather everyone round to review them. Or simply ask them to give them to you and use them to plan your next session. 13 Self assessment mid course review This is a simple chart where you list the learning outcomes so far and ask learners to rate their learning against each outcome. Outcomes must be SMART to enable them to do this (specific and measurable, realistic). Learners are then asked to set themselves goals as a result of the review. 14 Class blog Ask learners to keep a blog with examples of their work. There are many sites you can use e.g. Moodle, Google, WordPress, Pinterest, Facebook. 15 Learners write a journal/or a review Ask learners to complete a reflection on the highlights of a session, or a summary of their learning that day as a journal or blog. Or ask them simply to write freely on a piece of paper for 5 minutes on their learning in that or a previous session. With their name and date this is RARPA evidence. 16 ‘Ask the audience’ - use Turning Point (e-voting handsets) to set questions E-voting tools are available from media resources. They are simple to use and allow you to ask a whole class various types of questions. Learners’ responses appear anonymously on a PowerPoint slide. You can set a closed-question quiz, or set more testing questions with no definitive answers which can promote discussion. The results can be kept as RARPA records. 17 Peer feedback/group crits Encourage peer assessment of an activity, product or performance (in pairs, as below, or as a group).
agree questions to think about in feedback. eg “What do you like about the composition of this painting?
Teach a feedback technique: e.g. ‘Two Stars and a Wish’ Give learners a form for one or all of them to complete to give to their peer. Stage the questions to make sure the feedback is constructive. e.g. What did you like best (stars)? What suggestion would you make wish)? With names and a date, keep the forms as RARPA evidence. 18 Tutorial records/notes from feedback When you have a one-to-one with a learner, take notes—or ask them to take notes in a notebook and take a photocopy.
Summative assessment (Stage 5) 19 Outcomes Star Use the outcomes star template. Each point is a learning outcome and students
rate their achievement for each outcome 1– 5.
20 Learner final presentations with peer feedback Learners present their work to group/ put up on wall and receive feedback - a learner buddy is allocated to each learner to write up what was said and give it to the presenter. 21 Write yourself a letter Ask learners to write themselves a letter on the last day of the course and address an envelope. Ask them to list their action plans for the future, or what they would like to remember from the course, or where they want to be in their career. Keep the letter and remember to post it to them 6 months later.
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RARPA in Practice
Stage Activity
Use the table below to capture new ways of embedding the RARPA process into the delivery of your sessions. Think about each of the five stages.
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Aim
s o
f sessio
n (
R 1
)
To incre
ase s
taff c
onfidence, know
ledge a
nd s
kills
in d
elivering a
spects
of British V
alu
es a
nd e
mbeddin
g t
he R
ARPA p
rocess w
ithin
their s
ubje
ct
are
a.
Learn
ing
Ou
tco
mes (
R1
)
Identify
and d
iscuss t
he four
ele
ments
of British v
alu
es a
nd s
tate
the c
hallenges faced w
ithin
delivery
. Sta
te s
om
e t
hem
es/t
opic
s o
f le
arn
ing a
nd identify
where
British v
alu
es c
an n
atu
rally b
e e
mbedded
Revis
it t
he 5
sta
ges o
f RARPA t
o r
efr
esh c
urr
ent
know
ledge, unders
tandin
g,
application
Dis
cuss a
ny identified c
hallenges t
o e
mbeddin
g R
ARPA a
nd identify
solu
tions t
o e
nsure
pra
ctice is p
urp
osefu
l to
pla
nnin
g a
nd learn
ers
D
iscuss a
range o
f RARPA t
echniq
ues a
nd t
ools
and h
ow
they w
ould
work
in p
ractice (
and furt
her
ideas)
Re-d
esig
n a
nd/o
r desig
n a
new
ILP t
em
pla
te t
hat
is fit for
purp
ose,
with c
onsid
era
tion o
f w
here
oth
er
evid
ence o
f RARPA c
ould
be locate
d/d
ocum
ente
d.
Revie
w t
he c
odes w
ithin
the R
egis
ter
for
Att
endance a
nd A
chie
vem
ent
Issu
es f
or
sp
ecia
l co
nsid
era
tio
n e
.g.
dif
feren
tiati
on
, le
arn
ing
sty
les,
op
po
rtu
nit
ies f
or e
mb
ed
din
g f
un
cti
on
al
an
d s
oft
skil
ls
Functional Skills
: Speakin
g a
nd L
iste
nin
g,
dis
cussio
n, re
adin
g,
note
takin
g,
team
work
D
iffe
rentiation:
Sta
ff d
eliver
a w
ide r
ange o
f subje
ct
are
as a
nd h
ave v
aried e
xperience o
f British V
alu
es a
nd R
ARPA
Tim
ing
T
op
ics
Tu
tor A
cti
vit
y
Learn
er A
cti
vit
y
Reso
urces
Assessm
en
t M
eth
od
s
3.0
0
3.1
0
3.1
5
3.3
0
3.4
0
4.0
0
4.1
0 –
20
4.2
0
4.4
0
5.0
0
5.2
5 -
30
Intr
oduction t
o s
essio
n,
initia
l assessm
ent
(R
1&
2)
SM
ART g
oal sett
ing (
R 3
)
Intr
oduction t
o B
ritish V
alu
es –
w
hat
do w
e k
now
?
Why d
o w
e
have t
o d
eliver/
em
bed? (
R 2
)
What
are
the c
hallenges in
delivery
?
How
to m
ake it
happen in t
he
cla
ssro
om
‘hin
ts a
nd t
ips’
Revie
w o
f le
arn
ing (
R4
)
Bre
ak
Intr
oduction t
o R
ARPA –
what
do w
e k
now
? W
hy d
o w
e h
ave
to u
se t
he p
rocess? W
hat
are
th
e c
hallenges? (
R2
)
Tools
to e
mbed R
ARPA in t
he
cla
ssro
om
-
where
evid
ence
can b
e found
Desig
n a
n I
LP/T
ool th
at
is
RARPA c
om
pliant
Revie
w o
f le
arn
ing (
R4
& 5
)
Expla
nation o
f outc
om
es
Facilitate
initia
l assessm
ent
activity
Support
learn
ers
to s
et
at
least
one S
MART g
oal
Expla
nation o
f British V
alu
es
Dis
cussio
n
Q&
A
Whole
gro
up d
iscussio
n
Scribe c
hallenges (
or
sta
ff
scri
bes)
(D)
Sharing o
f experiences
Sound e
xam
ple
s g
iven
Revis
it a
ims a
nd o
bje
ctives
Whole
gro
up d
iscussio
n
Expla
nation
Scribe c
hallenges
Expla
nation/d
iscussio
n
Facilitation o
f gro
up p
ractical
task
Issue p
ost
it n
ote
– 3
thin
gs
you h
ave learn
t
Lis
tenin
g,
note
takin
g, Q
&A
Independent
reflection
Pair w
ork
/dis
cussio
ns
Continued d
iscussio
ns in p
airs a
nd s
tate
at
least
one g
oal
Lis
tenin
g,
note
takin
g, Q
&A,
Dis
cussio
n
Whole
gro
up d
iscussio
n
Sharing o
f experiences
Revie
win
g o
wn c
urr
iculu
m t
o identify
natu
ral opport
unitie
s
Revie
w a
chie
vem
ent
and p
rogre
ss w
ithin
IL
P
Lis
tenin
g,
note
takin
g, Q
&A,
dis
cussio
n
Sm
all g
roup w
ork
/challenges (
D)
Dis
cussio
n
Identification o
f fu
rther
tools
/meth
ods
Sm
all g
roup p
ractical ta
sk a
nd/o
r in
de-
pendent
pra
ctical (D
) Self r
eflection, pla
ce p
ost
it n
ote
in I
LP,
date
and s
ign
Agenda
ILP
Questionnaire
ILP
Post
it n
ote
s
British V
alu
es
Flipchart
Refe
rence h
andout
Exam
ple
SO
W o
n h
ow
to
docum
ent
ILP
Post
it n
ote
s
Dis
pla
y o
f RARPA
RARPA B
ookle
t RARPA B
ookle
t Colo
ure
d p
aper
Post
it n
ote
s
Revis
it o
utc
om
es
Q&
A
ILP
Questionnaire
Check g
oals
with s
taff o
n 1
-2-1
Q
&A
Dis
cussio
n
Exam
ple
s s
hare
d
ILP r
evie
w
Q&
A
Q&
A
RARPA B
ookle
t Part
ly c
om
ple
ted e
nd p
roduct
and/o
r end p
roduct
Self r
eflection
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Your Starting Point
Learning Outcome
Identify and discuss the four elements of British values and state the
challenges faced within delivery (Beginning of course) 1 2 3 4 (End of course) 1 2 3 4
State some themes/topics of learning and identify where British values
can naturally be embedded (Beginning of course) 1 2 3 4 (End of course) 1 2 3 4
Discuss any identified challenges to embedding RARPA and identify
solutions to ensure practice is purposeful to planning and learners (Beginning of course) 1 2 3 4 (End of course) 1 2 3 4
Discuss a range of RARPA techniques and tools and how they would
work in practice (and further ideas) (Beginning of course) 1 2 3 4 (End of course) 1 2 3 4
Re-design and/or design a new ILP template that is fit for purpose, with
consideration of where other evidence of RARPA could be located/documented. (Beginning of course) 1 2 3 4 (End of course) 1 2 3 4
At the beginning of the training session take a moment to discuss the outcomes with your tutor and peers. When you are ready read each learning outcome and score yourself on a scale of 1 - 4 (4 being most confident) at the beginning of the session. You can score yourself again at the end of the session.
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Learning Targets With your peer set a SMART short-term target that you
