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Recognising and Recording Progress and Achievement in Non-accredited Learningand circumstances and the particularfeatures of the learning programme• require the minimum level of formaldocumentation in line with the LSC’scommitments to avoiding unnecessarybureaucracy• operate alongside and support theimplementation of the new CIF• be compatible with the LSC’s fundingarrangements• provide a nationally consistent and responsiveapproach to recognising and recording progressand achievement in non-accredited learning.• enable both the achievement of plannedlearning objectives and learning outcomesnot specified at the outset to be recognisedand valued• promote good practice in teaching, learningand assessment• enhance providers’ quality assuranceand improvement practices.The staged process35 Providers will also be expected to ensure thatlearners’ views are taken into account in the planningof future provision.31 The arrangements to support the consistent andeffective application of this process will be an integralpart of the quality assurance processes of the provider.Providers will be able to make reference to thesearrangements in their self-assessment reportsto demonstrate that the RARPA approach is in place.32 The approach that has been developed by LSDA,NIACE and the LSC acknowledges the paramountimportance of the diverse needs, purposes and interestsof learners in a wide range of learning contexts. It seeksto address the requirements and interests of otherstakeholders, particularly providers and the LSC.33 The elements of the staged process are set outbelow. Providers’ internal systems should also makespecific provision for learners’ evaluation of theirlearning experience, and feedback from learners thatcontributes to and informs providers’ judgementsfor self-assessment, three-year development plansand their strategies for continuous improvement,including programme design.34 The staged process has been designed to:• focus on and promote the needs and interestsof learners• take account of learners’ diverseand sometimes multiple purposesin learning• allow for negotiation of the contentand outcomes of learning programmes• encourage learners to reflect on and recognisetheir own progress and achievement, thusincreasing their confidence• promote and support informed learner selfassessment,peer assessment and dialogueabout learning and achievement betweenlearners and tutors or trainers4
Recognising and Recording Progress and Achievement in Non-accredited LearningTable 1: The staged process.ElementEvidence1Aim(s) appropriate to an individual learneror groups of learnersClearly stated aim(s) for all programmes2Initial assessment to establish the learner’sstarting pointRecord of outcomes of process of establishinglearners’ starting points3Identification of appropriately challenginglearning objectives (initial, renegotiatedand revised)Clearly stated and suitably challenging objectives forall programmes and, wherever feasible, individuallyfor each learner4Recognition and recording of progress andachievement during programme (formativeassessment), including tutor feedback tolearners, learner reflection, progress reviewsExamples of appropriate evidence includes:Records of learner self-assessment, group and peerassessment, tutor records of assessment activitiesand individual or group progress and achievement.Learners’ files, journals, diaries, portfolios, artwork,videos, audiotapes, performances, exhibitionsand displays, individual or group learner testimony,artefacts, photographs and other forms of evidence5End-of-programme learner self-assessment,tutor summative assessment, review ofoverall progress and achievementin relation to appropriately challenginglearning objectives identified at the beginningor during the programme. It may includerecognition of learning outcomes notspecified during the programmeExamples of appropriate evidence includes:Records of learner self-assessment, group and peerassessment, tutor records of assessment activitiesand individual or group progress and achievement.Learners’ files, journals, diaries, portfolios, artwork,videos, audiotapes, performances, exhibitionsand displays, individual or group learner testimony,artefacts, photographs and other forms of evidenceKey themes36 The key themes of RARPA are that:• the learner is at the centre of the RARPAapproach• the purpose of introducing RARPAis to enhance the learners’ experience• the application of RARPA should be fitfor purpose• the approach, both in the staged processand the quality assurance of learning,is to be unbureaucratic• the approach should complement and integratewith existing processes for quality assuranceand learner recording• the staged process is mapped to the NewCommon Inspection Framework and shouldencourage effective self-assessmentand evidence of effective learning processesat inspection.Reducing bureaucracy37 Providers are encouraged to avoid additionalbureaucracy when implementing RARPA. Existingsystems for recording learner outcomes, end-ofprogrammereview and evaluation, and self-assessmentmay need to be reviewed. The key goal is minimisingformal documentation whilst ensuring it is fitfor purpose.Fit for purpose38 Short events and practical sport and recreationalactivities require a different level of recording of aimsand progress. This can be simple and straightforward.5
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