Identifying prior learning skills

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7.5 Identifying prior learning skills

The tools used for assessing non-formal and informal learning are often the same tools used in assessing formal learning. However, formal learning tools may need to be adapted to take into account different contexts of prior learning and the range and depth of learning that needs to be assessed. Cedefops [2009] European Guidelines for Validating Non-Formal and Informal Learning recommend the following criteria to evaluate assessment tools: • validity: the tool must measure what it is intended to measure; • reliability: the extent to which identical results would be achieved every time a candidate is assessed under the same conditions; • fairness: the extent to which an assessment decision is free from bias context dependency, culture and assessor bias; • cognitive range: does the tool enable assessors to judge the breadth and depth of the candidate’s learning; and • fitness for purpose of the assessment: ensuring the purpose of the assessment tool matches the use for which it is intended [Cedefop2009:59]. The assessment of prior learning can take many forms and assessment for the purposes of certification often involves a combination of methods. As outlined in Figure-10, Van Rooy [2002:78] identifies a continuum of methods from the highly individualized development of a portfolio to highly formalized assessment via examinations. Individualized Formalized Portfolio Assessment Challenge Standardized Program and Development interviews tests examinations course evaluations Figure-11: Individualized and formalized assessment methods [Van Rooy2002:78] As the purposes of RPL can vary depending, for example on vocational and professional certification requirements and levels of institutional autonomy, the following eight methods of assessment identified by Cedefop could be used in Indonesia depending on the precise purpose, sector, level etc. involved [Cedefop 2009]. a Tests Examinations: Standardized testing is useful where there is a nationally uniform curriculum, which supports the transfer of test results between institutions. As standardized testing does not facilitate recognition of cross-disciplinary competencies, this method is also most suitable where there is a clear subject area into which the learner seeks entry. Tests may be completed orally or in written form and often employ a multiple choice or truefalse format. As testing may be conducted at a relatively low cost and is perceived to be fair, it is a widely employed method. An examination differs from a test in so far as it is widely applied and overseen by quality assurance processes which govern the administration of the exam and its assessment. Challenge examinations are useful where individuals lack documented evidence of their learning experience and have sufficient cultural capital and academic skills to complete formal examinations. Unlike standardized tests, the content of examinations and the means of evaluation may vary between or within institutions. Where there is a large cohort involved, such as is the case, for example, examination may be a cost effective and transparent method to assess prior learning. 66 b Declaration: To declare learning candidates presents an evidence-based statement, which is written according to a set of criteria designed for the purpose of assessment. These statements may demonstrate a candidates skills in communication and critical reflection but are often supplemented with additional tools for a more objective assessment. c Interviews: Assessment interviews are useful where individuals may lack the literacy skills required for formal assessment. Although it requires intensive investment in terms of training assessors and time resources, it is potentially a less intimidating approach for learners. This is particularly relevant in light of an international review which found that learners from marginalized backgrounds may be alienated by the process of institutional assessment [Carrigan Downes 2009]. Interviews are often supplemented with additional tools for a more thorough assessment. d Observation: Observation entails the assessment of a candidates behavior and use of skills in a particular setting. It may be conducted by a third party with pre-defined assessment criteria. While observation can be costly and time-consuming in certain contexts, it is particularly useful in a work based environment. e Simulation: Simulation supports the assessment of complex skills as the candidate performs in a simulated model of a real life situation. Although simulation is a popular method, it can be costly and required clear assessment criteria. Variations on this method include group role-playing to simulate a scenario and the demonstration of skills through verbal reporting. f Portfolio: Portfolio development is useful where candidates have sufficient ability to document their records of learning experiences. However, candidates may require initial assistance to reflect on their learning and to compile the portfolio. Within Europe, Norway and Denmark have placed particular emphasis on developing assessment by portfolio for formative objectives such as creating career development steps or new careers within a sector or an organization. g Presentation: Presentations are suitable for candidates with strong analytical and communication skills. The candidate is required to deliver a formal presentation to a panel of experts and, consequently, must be able to demonstrate the ability to organize and communicate clearly. h Debate: Candidates participate in debates to ‘confirm their capacity to sustain a considered argument and demonstrate depth of adequate knowledge of a subject’ [Cedefop 2009:60]. As a result, debates present a good opportunity to evaluate a candidates social and communication skills. UNESCO [2013] recommends the following four steps as a road map to good practice in summative accreditation [UNESCO 2013: 27]: • Build upon the existing national procedure for quality assurance of formal learning outcomes; • Professionalize the staff assigned to quality assurance by recognizing and assessing the value of sector-related non-formal and informal learning outcomes; • Strengthen expertise by setting up or strengthening network relations with relevant stakeholders in the sector employers, trade unions, etc.; and • Focus on regional practices in learning and working.

7.6 Actors in the RPL process