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based on evidence of credit received (e.g. a transcript) and evidence of learning outcomes achieved (e.g. a syllabus),
RPL should be assessed in some way to ensure that the student is fully eligible to receive exemption from Newcastle
modules.
Who should make decisions about assessment
The Degree Programme Director (DPD) is responsible for determining an appropriate form of assessment to
determine that the relevant learning outcomes have been met. The DPD may consult with the relevant module
leader(s) and may delegate responsibility to module leaders.
Prior Certificated Learning
Where a student has provided an international transcript of credit earned, plus a module outline or syllabus to
demonstrate learning outcomes met, and where learning outcomes map neatly onto those of the Newcastle
module(s), it may be appropriate to assess by portfolio (i.e. to make a decision based purely on the evidence
provided).
If the evidence is indeterminate, the student should be asked to meet with the DPD and/or module leader for an
assessed interview, to talk through the prior learning and the evidence provided. In this instance, clear criteria for
the interview should be provided in advance (i.e. the student should not be assessed on the quality of his/her oral
presentation skills, unless that is an intended learning outcome of the module, but on his/her ability to explain the
prior learning and link it to the learning outcomes of the Newcastle module).
Where a Newcastle module has learning outcomes that can only be demonstrated through a specific assessment
type (e.g. an oral presentation), the DPD should review the evidence provided to ensure that the learning outcome
has been met. If the evidence is indeterminate, or if the student has not met that specific learning outcome, a form
of assessment should be devised to ensure that the student is capable of meeting the outcome at an appropriate
level. For example, the student could be asked to give an oral presentation outlining what he/she had learned
previously. In such instances, clear criteria for the assessment should be provided in advance, and assessment
protocols (i.e. moderation) must follow standard University policy.
Prior Experiential Learning
Where a student has provided evidence of prior experience (e.g. work experience), the standard assessment should
be either an assessed interview or a reflective writing exercise, so that the student can work through his/her prior
learning and map it onto the Newcastle module(s). The decision to use an interview or a reflective writing exercise
should be based on the learning outcomes of the Newcastle module(s). Clear criteria for either assessment should
be provided in advance, and assessment protocols (i.e. moderation) must follow standard University policy.
If the Newcastle module has learning outcomes that can only be demonstrated through a specific assessment type,
other than an assessed interview or a reflective writing exercise, then either the student must provide evidence of
having completed an appropriate task (e.g. an industrial report) or an alternative method of assessment must be
determined.
Feedback to Students
In line with University policy, feedback on RPL assessments must be returned to students within 20 working days.
Recording and Monitoring of RPL Assessment
RPL assessment tasks and decisions should be recorded and kept on the application form provided, in line with the
University Retention of Assessed Work policy, and should be made available for review by external examiners and
Learning and Teaching Review secretaries (as part of the QA Summary).