Definitions
Credit recognition or transfer (CRT)
CRT is recognising credit already gained through formal learning. Where there are comparable outcomes, credit can be awarded toward the programme a learner is enrolled (or enrolling) in.
The credit that is recognised is from formal (approved) education or training with the same or another provider, whether the credential or qualification was completed in full or only partially completed.
Recognition of prior learning (RPL)
RPL is recognising a learner’s knowledge and skills gained through prior informal learning.
A learner is assessed to determine their achievement of learning outcomes or standards in the programme they are enrolled (or enrolling) in and awarded the associated credit and/or standards.
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Credit is awarded towards a programme
A learner needs to be enrolled in a programme to be awarded credit towards it. This means they need to meet the programme entry requirements.
A learner needs to successfully complete a programme to be awarded a qualification. This will include at minimum meeting all learning outcomes or achieving the required standards. These may be met through CRT or RPL where appropriate, with the credit being awarded at the appropriate level for the learning outcome or standard.
If CRT is being granted but the credit the learner has previously achieved is less or at a lower level than the parts of the programme or the standard it is being recognised towards, it can only be awarded with the value and level it was achieved at.
RPL processes must include assessing the learner against the learning outcomes of the programme to award credit or against the outcomes of the standard to award the standard. If the learner has already learnt something through work or informal learning, they may not need to repeat that learning, but must be able to demonstrate they meet the learning outcomes or the standard.
Generally, a whole programme won’t be achieved through RPL or CRT, as it requires meeting all learning outcomes and gaining the full amount of credit. However, there may be instances where this is possible – such as a provider who offers both a Degree programme and a Level 5 diploma, with the first year being the same.
If a learner wants to exit out of the Degree after the first year, credit could be transferred to the Level 5 diploma and the learner awarded it. Or, a learner who has very strong experience and skills in an area may be able to demonstrate (through assessment) that they meet all learning outcomes and/or standards.
Assessment and recognition must reflect current skill and knowledge
Providers are responsible for ensuring assessment of prior learning for the purpose of granting credit is appropriate and suitable for the qualification being sought and the learning outcomes being credited. The awarding of credit indicates the learner currently meets the associated learning outcomes or standards.
Assessment tools and approaches
These may provide useful guidance or suggestions for providers to develop their RPL and CRT processes, however it is important to note that not every method or approach is suitable in every situation.
- There are two main types of assessment:
Task assessment – learners are given a specific task to demonstrate their knowledge and skills in relation to an outcome. - Evidence assessment – learners provide evidence that shows they have met the outcome, and this evidence is assessed.
When setting tasks or assessing evidence, providers should consider:
- Currency – the task or evidence shows the learner’s current (or recent) knowledge or ability.
For example, a person who learnt something a number of years earlier could be given a task that shows they have retained the information or can apply it in a current context. - Reliability and authenticity – the task or evidence is authentic, can be verified, and is reliable.
For example, any evidence, recommendations or references provided by the learner can be verified and trusted. An assessment task completed by the learner is authentically their work. - Relevancy – the task or evidence is relevant to the standards or learning outcomes being credited.
For example, the task or evidence aligns to the learning outcomes and assesses the skills and knowledge required, including New Zealand specific content. - Suitability – the task or evidence is a suitable appraisal of the learner’s knowledge or ability.
For example, a portfolio of work may be appropriate for awarding credit towards a design qualification, but a practical demonstration may be required to award credit towards a cooking qualification.
Records and assessment materials must be kept
Providers must keep records of credit that is recognised and prior learning that is assessed. This includes showing how it maps to the relevant learning outcomes in the programme.
All assessment materials must be kept in accordance with the rules for keeping assessment materials.
Standards must be reported
If a standard is awarded by RPL or CRT, it must be reported as achieved and included in normal moderation processes.