Perspectives on RPL, evidence and vocational learning that connects to real work.
A large folder is not necessarily an informative one. Begin with the requirements supplied by the training provider and consider which examples help explain your own work against those requirements.
Read articleA learning activity becomes easier to understand when its purpose is visible. Explain the workplace task, the decisions involved and the standard the learner is working towards before introducing the activity.
Read articleAn initial RPL conversation is easier to follow when you can describe your experience clearly. Rather than beginning with a large collection of files, prepare a concise account of the roles you have held and the work you performed.
Read articleMuch workplace activity is collaborative. A completed project may demonstrate what a team achieved while leaving an assessor uncertain about the contribution of one person. The useful next step is to explain your role with specific examples.
Read articleFeedback is useful when it leads to a clearer understanding of the learning experience. A low rating or a positive comment is a starting point. Ask which part of the activity prompted the response and what the learner was trying to do.
Read articleA learner can struggle with an assessment task because the task is unclear, even when the underlying topic is familiar. Reviewing the instructions separately from the content can reveal avoidable confusion.
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