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Group Recognition

Group Recognition. Group Recognition is a RPL model where a group of people are gathered together to gain recognition. Usually they are: Employed in the same or similar roles Seeking recognition for the same or similar competencies.

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Group Recognition

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  1. Group Recognition

  2. Group Recognition is a RPL model where a group of people are gathered together to gain recognition. Usually they are: Employed in the same or similar roles Seeking recognition for the same or similar competencies

  3. The model was developed with COAG funding and was trialled with a range of RTOs in a range of qualifications. This COAG project produced 5 group-based models for RPL, an assessment process for each and tools including information kits for assessors and candidates

  4. Features of the group recognition model: Peer support for candidates, and sometimes peer assessment Opportunities for staff from the same organisation to share good practice examples and ideas for improvement Savings in providing information once to a group of people

  5. Features Group Recognition is built around the value of ‘professional conversations’ – between candidate and assessor, but also between candidate and candidate. These conversations throw up evidence not always apparent in documentation or one-to-one RPL interviews

  6. 5 different group models were developed Evidence Presentation Forum model Worksite visit model Panel model Directed Activities model Directed Conversation model

  7. Evidence Presentation Forum One day assessment event at which participants present their case for competence through two workplace “stories” Assessors and other candidates can ask questions of the candidate presenting Candidates must be comfortable presenting in front of a small group and answering questions Suitable for Cert IV – Advanced Diploma

  8. Worksite Visit Model Assessor attends the workplace of a small group of candidates Candidates select workplace evidence to present to the assessor on the day Candidates must be comfortable working in a small team Suitable for Cert III - Diploma

  9. The Panel Model Panel of industry experts drive the questions asked of candidates based on evidence presented Candidates present their case for competence using workplace documents, photos etc Assessor works with 1 -2 industry experts on the panel Suitable for Cert IV – Advanced Diploma

  10. Directed Activities Model Candidates are provided with a workbook containing a range of workplace related activities Candidates are involved in a number of set activities that they prepare for the assessment day Very suitable for Cert I level and above and candidates with low literacy levels Candidates must be comfortable working in a group activity

  11. Directed Conversation Model Assessor leads a small group of candidates through a range of relevant workplace issues – sample questions are provided to assist in preparation for the day Candidates participate in discussion and respond to questions to demonstrate competence Units are clustered to form suitable discussion topics Suitable for Cert I – Cert III

  12. All models involve..... A compulsory Information Session Participant and Assessor Guides developed Email, phone and in-person support offered while evidence is gathered Group emails to all Often peer to peer support evolves

  13. Child Studies Group Recognition Trial

  14. The Candidates Suparna Belinda Beata

  15. The Forum Model • Usually 4 candidates and 1 assessor • Candidates must attend an Information Session: 1 ½ to 2 hours • Candidates must submit written stories a week before the assessment • Candidates must attend a group assessment session : whole day

  16. The candidate must • Hold a Certificate III in Children’s Services • Participate in the information session • Read the information kit • Submit and present (one week before the Forum) two Stories of practice: about you, what you do, why you do it that way, what guidelines you adhere to, how you strive to improve your practice in two different areas: • Child Development and Practice • Information, communication and advocacy • Submit an evidence portfolio on the assessment day

  17. The Forum Model Expertise and knowledge is captured – not only through candidates’ presentations, but also through the dialogue that these presentations generate.

  18. Forums incorporate ‘professional conversations’ which are an interesting and interactive evidence gathering strategy.

  19. The ‘professional conversation’ is the ongoing dialogue candidates’ will have with you as the assessor/s (and other participants at the forums). This ‘conversation’ is the ‘thread’ that runs through the entire assessment process.

  20. It covers the unplanned, incidental pieces of information that may not even be consider relevant at the time but which shows / confirms to you as the assessor that candidates’ do have the requisite skills and knowledge to be assessed as competent.

  21. The result? Each candidate was granted over 20 competencies each – more than plannedA training plan was set up for each to complete the Diploma – a few competencies each by Flexible Delivery

  22. The Student's Perspective Beata, Child Studies student

  23. The Assessor’s Perspective Donna Field, Child Studies, Nepean Kingswood

  24. http://skillsrecognition.westernsydneyinstitute.wikispaces.nethttp://skillsrecognition.westernsydneyinstitute.wikispaces.net

  25. https://www.skillsonline.net.au/

  26. http://www.westone.wa.gov.au/RPL/Pages/Show_All.aspx

  27. http://www.vetpd.qld.gov.au/teaching_learning_and_assessment/resources/rpl/assessor_kits.htmlhttp://www.vetpd.qld.gov.au/teaching_learning_and_assessment/resources/rpl/assessor_kits.html

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