The recognition of prior learning (RPL) as pedagogical practice: tensions and affordances in assessment

Abstract

An effective system of Recognition of Prior Learning (RPL) requires assessment processes that are appropriate for the nature of the experiential learning being assessed. Otherwise, potential candidates may be discouraged from engaging in RPL applications and therefore not benefit from the lifelong learning opportunities available. It has been argued that foregrounding RPL as a specialised pedagogical practice, and not just as assessment, can help in this regard. This article draws on the conceptualisation of RPL as ‘pedagogical pragmatism’, as developed by Pokorny et al. (2017), and asks how this might look in practice and how might it help in creating assessment processes that reflect the epistemological particularity of prior experiential learning. A cohort RPL project that ran in ten Education and Training Boards (ETBs) in Ireland, in partnership with the Irish Defence Forces (DF) in 2018 to 2019, provides the basis for the research. A key theme in the results is the integrated nature of RPL assessment in its design and operation, and the way in which formative and summative assessment are brought into productive relation and understanding the affordances in assessment can help drive practice forward.