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Assessment Strategies in the Recognition of Prior Learning: The Practitioner’s Perspective

Leah Moss, Andy Brown, Laura Malbogat, Tetyana Tsomko


This article is a collection of experiences from multiple recognition of prior learning (RPL) practitioners who implement assessment strategies and who have developed a variety of assessment tools in order to best meet the needs and requirements of their candidates. These practitioners are from a college in the Province of Quebec and are advisors to candidates or subject matter experts who conduct evaluations or teach in the program of study where a diploma is sought. According to the authors, an effective assessment strategy is a holistic process that takes into account not only the tools of assessment in regard to metrics and rubrics but also the philosophical orientation that guides an RPL office's hiring process, training and support of evaluators, and continuous feedback and support to the candidate.

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