What’s in the Assessor Guide of the RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care?
ThisdocumentsummarisesthecontentsoftheAssessorGuideresourceintheRPLAssessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care.
TheAssessorGuidecontainsfivenumberedsectionsandanappendixasdescribedbelow.
Section1providesanintroductiontotheRPLToolkit—describingitscomponentsandthenationalRPLInitiativetowhichthesuiteofresourcesrelates(and how the 2013RPL Toolkit differs from the 2012 version).It provides a brief summaryoftheRPLprocessesrecommendedintheRPLToolkit.
Section 2providesinformationongoodpracticeRPLfortheEarlyChildhoodEducationandCare(ECEC)profession.
It includestips tosupport qualityoutcomesfromRPL,and summarises industrydriversandworkforcecharacteristics.Section 2alsocoversgoodpracticeRPLmore broadly, asexploredandpromotedina keynationalRPLinitiative—theCOAGRPLProgram(2006–09).
Section3providesdetailsofthequalificationrequirements and unit clustering.Information in this section will assist assessors in determining candidate pathways.Clusters 1 to 5 hold ten units that are also corein the CHC30113 Certificate III in Early Childhood Education and Care. Clusters 6 to 10 hold the remaining units.
Section4providesaconvenient‘roadmap’ofthestepsintheRPLprocess—assessorscouldusethissectiontoquicklylocateinformationontherequirementsofeachstep.
Itincludesatablesummarisingeachstep,withabriefoutlineoftheresponsibilitiesofthoseinvolved—theRPLassessor,thecandidateandtheworkplace representative.ThesameinformationisprovidedintheCandidateGuideandtheWorkplaceGuide,tailoredforthoseaudiences.
Section 4 alsocontainsinformationonrelatedtopicssuchasgroupRPL,gainingworkplacesupport,andcandidateself-directed activities.
Section5shouldbeveryusefulforassessorswhoarenewtotheRPLprocessespromotedintheRPLToolkit.Assessorscoulduseitasastep-by-stepguidetopreparefor,ortoconduct,RPLprocesseswithacandidate—andofcourse,oncethoseprocessesbecomemorefamiliaritislesslikelytobeneededasadirectreferenceduringRPL assessment events.
Section5alsogivesdetailedinformation,tipsandsuggestionsonhowtoconductthe5RPLsteps:
Step1:Initialinterview,followedbycandidateself-evaluation—thisstep involvesconductingtheinitialinterviewandplanningforRPLwiththecandidate,aswellasreviewingdocumentationandpreparingthecandidateforthenextsteps
Step2:Competencyconversations—thisstep involvespreparingforandconductingthecompetencyconversationinterviews,andconsideringevidencefromStep2processes
Step3:Workplaceassessmenttasks—thisstep involvespreparingforandconductingworkplace assessments
Step4:Thirdpartyreporting—thisstep involvesgathering supplementaryinformationwhererequired
Step5:FinalisingtheassessmentdecisionandRPLprocess—thisstep involvesfinalisingtheprocesses, inlinewiththeRTO’spoliciesandprocedures.
Foreachofthestepslisted abovethereareresourcestosupporttheassessor.TheseareinthecompanionFormsandTemplatesresource—itcontainsvarious formsandtemplatesthatwillbeusefulduringtheprocesses, andall the RPL assessmenttoolsandinstrumentsrequired for theassessments in theRPL Toolkit.
The companion Forms and Templates resource is quite lengthy given the number of units required for this qualification. However,candidates who hold the CHC30113 Certificate III in Early Childhood Education and Carewill gain credits into the Diploma, and fewer assessment tools will be required for those candidates.In addition, all the formsandtemplatesare available as individual Word files, so they can be readily accessed and used for individual candidates as required.
The Appendixto the Assessor Guideprovidessomeresourcesandwebsites,whichcouldprovide assessors withausefulstartingpointfor developing their own library ofinformation.