RARPA 2015 - 2016

Revisiting RARPA
RARPA - Recognising & Recording Progress & Achievement

“RARPA” (Recognising and Recording Progress and Achievement) was developed many years ago, as a set of tools and approaches to validate learning within programmes that did not lead to accredited qualification outcome.

For many “RARPA” seems to have been largely forgotten or overlooked

This is unfortunate because the principles of RARPA and its approaches to measuring, tracking and evidencing progress and achievement still hold good today.  Not only do they provide immense value within non accredited programmes they also offer significant scope for enhancing learning and quality assurance within accredited programmes too. 

Modern day RARPA allows tutors and students to agree targets, milestones and how robust evidence can be gathered. In doing so evidence of starting points, progress and competence is collected and by using evidence that relates closely to assessment criteria accredited programme robustness for both Internal Quality Assurance and External Quality Assurance is improved too.   Planning realistic milestones and outcomes with students has the added benefits of motivating and engaging them into fulfilling their academic requirements.  

Maximising the benefits on offer requires a deconstruction the planning process, exploring practical and realistic methods of identifying and recording what students are achieving at every stage, from pre-course interview to qualification achievement.  It demands a focus on students individual needs and consideration of both self-assessment and peer assessment strategies.

With the 2015/16 education year looming may be now is the time to revisit RARPA

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