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Phil begins by challenging the notion of individual appraisal as an effective means of bringing about improvement and continues with a consideration of the various purposes of appraisal and how these purposes inevitably conflict with negative consequences for improvement.

The argument is that the appraisal systems as they are traditionally conceived have their roots in an impoverished conceptualisation of teaching as, at best, a set of craft skills, and as such stand little chance of making a substantive contribution to the sort of improvements in teaching quality that really count. Instead, the most promising approach to appraisal as a stimulus to improved teaching will require a reconceptualisation of the process as a professional activity centred on fostering critical self-reflection and professional dialogue.

Finally complementary approaches to the improvement of teaching are considered - approaches which should constitute a prior call on scarce educational resources, rather than directing these to appraisal activities which have a doubtful pay-off.

References are provided. Show less

This paper is presented following reflection on a pilot programme for the implementation of processes for the recognition of prior learning. The paper discusses several key issues arising from the pilot but is far from an exhaustive account. It does serve to highlight that implementing RPL was more problematic than at first envisaged, in spite of thorough planning and preparation.

Areas covered include: the phases; targeting RPL - who is the service for; matching experience to course outcomes - the quality of course documentation; quality of courses and course provision; assessment issues; credit for what? - matching students to courses or courses to students; conclusion; and references. Show less

The current situation of prior learning assessment in New Zealand will be presented from a survey of polytechnics, industry training organisations, private training establishments, and colleges of education. The frequency of prior learning assessments with respect to vocational / subject areas, unit standards and NQF levels will be examined. Key aspects arising from the survey are support services for applicants, education of facilitators and assessors, and implementation issues. The paper will also explore critical issues likely to be significant in relation to the successful practice of the assessment of prior learning. Show less