DAQ Guide 9 December A Good Practice Guide to Accreditation of Prior Achievement (APA)

Transcription

1 DAQ Guide 9 December 2008 A Good Practice Guide to Accreditation of Prior Achievement (APA)

2 This guide is for De Montfort University staff who want to introduce Accreditation of Prior Achievement (APA), or who are already operating an APA scheme. We suggest you adapt this material to suit the particular vocabulary and requirements for your subject or professional area, whilst adhering to the generic University position, and in particular to the basic principles stated in Section 2.

3 Contents Contents Section 1: Why and when APA is used 2 Purpose of APA 2 Benefits and drawbacks 2 Definitions 2 APA as a basis for admission to the first year of a programme 3 Entry with advanced standing 3 Section 2: The process 4 The standard process 4 Key features the standard process in more detail 5 Summary of the basic principles 7 Criteria for assessing an APA application 7 Section 3: For reference 8 Regulations regarding use of credit 8 Roles and responsibilities 8 What happens to the APA credits? QLS and transcripts 8 Quality assuring APA 9 Frequently asked questions 9 Appendix 1: Proposal for use of challenge examinations for APEL claims 11 (example from Engineering) Appendix 2: Accreditation of Prior Achievement (APA) candidate profile 13 Appendix 3: APL/APEL module exemption claim 15 Contents 1

4 Section 1: Why and when APA is used Section 1: Why and when APA is used Purpose of APA Accreditation of Prior Achievement (APA) is for students whose proven prior learning (for example in professional practice or on another programme) can count towards a De Montfort University qualification. APA means that achievements may be considered as equivalent to a particular module or to a complete level on a programme. Therefore it may not be necessary to take the module, or admission may be to a point beyond the normal start, where the student can demonstrate prior achievement equivalent to some of the programme learning outcomes. APA should be viewed as a building block towards achieving a qualification, rather than an opportunity to leap-frog or take a short cut. The principles may also be applied to help candidates prepare a portfolio for admission to the first year of a programme (where they do not have the standard entry qualifications). Benefits and drawbacks Benefits APA has practical benefits for learners the offer of a place and/or credit APA supports widening participation and offers access to potential mature students who might not otherwise consider returning to formal education APA enables learners to use their prior achievements towards an award, for example in programmes which feature practice-based learning such as Foundation Degrees and health related provision It encourages a capability for reflection in the learner APA processes for admission onto a programme provide transparency about how and why the decision was taken It can build confidence in students who are preparing to re-enter formal education and promotes a sense of responsibility for learning in the individual. Drawbacks Applicants are not likely to find out about APA until they have already approached the University so the benefit of using it to attract potential students is limited The process is labour intensive for the candidate and programme teams Charging a fee for APA may be counter productive to widening participation Preparing a portfolio can be daunting those candidates that perceive it as a short cut may be deterred APA could diminish the number of experienced mature learners who would otherwise be contributing to the student group. Definitions Accreditation of Prior Achievement (APA) APA is a process through which the achievements of students can be academically acknowledged, allowing them to receive credit from previous qualifications and experience. Admission by Advanced Standing (AAS) admission onto a programme is to a point beyond the normal start based on APA, usually Level 5. Credits are not awarded in relation to specific modules. This operates, for example, where a prior qualification matches a complete level of a programme for example where a whole year of a degree is exempted on the basis of an earlier award such as an HND or a University Certificate and where the credit is ported into the degree. Accreditation of Prior Learning (APL) APL usually refers to the case where students have previous qualifications, the content of which is equivalent to whole modules. Credit may be granted on the basis of the completion of a related programme or part of a programme, upon production of suitable evidence. 2 Section 1: Why and when APA is used

5 Section 1: Why and when APA is used Accredited Prior Experiential Learning (APEL) credit awarded in lieu of a module or modules where the previous learning did not itself carry credit or was not part of a recognised programme. Application may be made for example, where learning can be demonstrated at the required level through employment, or unpaid voluntary work, which in itself has given the experience and equivalent academic/vocational standards expected of a student who undertakes the module(s). Third party evidence, normally in the form of a reference, is needed to support APEL claims. Applicants may be required to complete an assignment, or attend parts of a module, to ensure that their achievements at the end of the process match those of students who have taken the module. Certified learning learning acquired on a programme where the work done is assessed and the University or college awards a certificate. Experiential learning is learning from life, through work or through study on a programme which is not assessed and certified. Challenge examination this is one way of testing whether the experiential work undertaken by an applicant has given them the equivalent standards expected of someone who has studied a module for which exemption is sought. It operates by providing applicants with an opportunity to take a challenge examination for the module. The successful student is awarded the percentage mark which is confirmed by the programme board following any moderation. Unsuccessful students have to enrol and study the module in full. This approach should be used with some caution, however, as it is not always the case that experiential expertise can be exactly matched by a formal examination on module content. A portfolio of work can be more informative than an examination in demonstrating the match with the learning outcomes in some modules. APA as a basis for admission to the first year of a programme It is useful to have ways of recognising prior achievement in order to promote access to HE. This enables candidates who do not have specified entry qualifications to demonstrate they are capable of entering and benefiting from an HE programme. The following aspects of APA procedures can be adapted for use as part of the admissions process for entry to the first year of a programme: An explanation of prior achievement through completion of a proforma outlining prior achievements Participation in an introductory guidance interview (free of charge) Cross-referencing prior achievements against the entry requirements for a programme Gathering evidence to substantiate achievements Presenting this evidence in portfolio form The assessment is made by the admissions tutor against the prerequisites stated on the programme template for successful study on the programme. Entry with advanced standing Prior learning can be recognised to enable admission onto a programme at a point beyond the normal start. Where this happens, for example where a student is admitted to the second or third year of a degree, credits are not awarded in relation to specific modules. The whole year is exempted. This operates, for example where a prior qualification matches a complete level of a programme for example where a whole year of a degree is exempted on the basis of an earlier award such as an HND, DipHE or Certificate, and where the credit is ported into the degree. The following aspects of APA procedures can be adapted for use as part of the admissions process for entry with advance standing: An explanation of prior achievement through completion of a proforma outlining prior achievements Participation in an introductory guidance interview (free of charge) Cross-referencing prior achievements against the intended learning outcomes for the levels of a programme for which exemption is sought Gathering evidence to substantiate achievements (for example by providing a transcript of achievement and syllabus of the programmes studied) Presenting this evidence in portfolio form, or providing certification. Section 1: Why and when APA is used 3

6 Section 2: The process Section 2: The process The standard process Faculties may introduce local variations on how to operate the Accreditation of Prior Achievement (APA) process. Local arrangements will, however, normally include the following steps: 1. Workshop and/or leaflet explaining APA 2. Completion of a proforma outlining prior achievements (candidate profile) 3. Participation in an introductory guidance interview (free of charge) 4. Paying a registration fee (if APA is appropriate) 5. Mapping (ie cross-referencing) prior achievements against the requirements of a particular module(s) on the registered programme for which accreditation is sought (module exemption or Admission by Advanced Standing form) 6. Gathering evidence to substantiate achievements and completing, if necessary, certain tasks which have been identified as gaps 7. Presenting this evidence in portfolio form 8. Assessment and, if appropriate, a viva voce including an external examiner 9. The accreditation of the portfolio as equivalent to undertaking a particular named module(s) and endorsement by the appropriate examination board. Flowchart of the process There is often a prior stage, sometimes before formal application, where the student might indicate that they may have relevant experience, before accepting a place, perhaps at initial interview or contact. At this stage a tutor may provide advice to the student on what is possible. 4 Section 2: The process

7 Section 2: The process Key features the standard process in more detail APA workshop and/or guide There are two suggested ways of alerting potential candidates to the opportunity to make an APA claim. 1. Develop your guidance notes or APA handbook which relate more specifically to the requirements and expectations of your programme 2. Combine one of the above with a pre-programme introductory workshop. The guidance interview The purpose of this is to ensure the candidate: Understands the details of how APA works Can reflect on past experiences and achievements Can map these against module outcomes Is given advice about how to address any gaps Is given an explanation of the type of evidence that will be acceptable and the criteria for the assessment of the portfolio. It is a requirement that information about recognition of learning through APA is clear and transparent. The programme leader or APA coordinator is responsible for ensuring this requirement is met. Proforma outlining prior achievements (candidate profile) By completing this form the candidate gives notice that they intend to make a claim for APA. The form asks for: Contact information What modules the claim for credit is likely to cover A summary of the learning from experience or qualifications that the candidate thinks will be relevant, and The type of evidence that will be used. You can use the University proforma (candidate profile see Appendix 2) or devise your own version for your programme. Following receipt of the form the programme admissions tutor or APA advisor invites the candidate to a guidance interview. By this stage it should be possible to determine if the application is for APEL, APL, combination of APL/APEL or Admission by Advanced Standing (AAS). If the application is being made for entry onto a programme the following APA principles still apply, but the process must always be completed prior to entry to the programme. It is a requirement that the assessment criteria are made clear to candidates. The programme leader or APA coordinator is responsible for ensuring this requirement is met. The outcome of the interview will be to give advice on whether or not to proceed with the APA claim and, if the advice is to proceed, the production of an action plan for preparing a portfolio. It is a requirement that this action plan should include the agreed submission date and method. The programme leader or APA coordinator is responsible for ensuring this requirement is met. Programme teams should consider whether they want to offer continuing advice during the preparation of the portfolio. It should be made clear to the candidate that whilst you are willing to give guidance, the ownership of the claim belongs to them. Registration fee and enrolment Please contact Academic Registry for advice on the recommended minimum fee for assessing a claim based on experiential learning (APEL) to cover enrolment and assessment of one module. A higher fee can be charged at the discretion of the faculty. There is a supplementary fee for each subsequent module against which an APEL claim is made. There is a box on the enrolment form to record APL credits. It is in the For Office use only box. Section 2: The process 5

8 Section 2: The process Mapping To begin preparation of a claim, candidates should cross-refer prior achievements to the requirements of a particular module(s) on the programme for which they wish to receive accreditation. Credit cannot normally be re-used from a previously completed qualification of equal standing (credits earned on one completed degree programme cannot count towards another). The University module exemption or Admission by Advanced Standing form should be used to document this exercise (see Appendix 3). Evidence and building a portfolio Sources of evidence may include, for example: Certified programmes In-house training programmes Private study Documents from the work place Testimonials from service users. Candidates who include evidence of recent practice in the workplace must include a reference from the current line manager as a form of verification. It should be made clear by the candidate how the evidence demonstrates that specific outcomes have been achieved. In some cases the candidate will be expected to include a reflective exercise in the portfolio to support the claim and demonstrate their capacity to learn from experience. The approach taken and the advice you give to candidates will reflect the requirements in your own particular programme or professional area. Assessment and, if appropriate, a viva voce Assessment of the portfolio is made by the module leader (or programme leader) and will be against the standard APA criteria (see page 7) in the context of the particular learning outcomes for the module(s). It may be necessary to invite the candidate for a viva voce to address potential gaps in the evidence. It is a requirement that the assessment is documented to record an evaluation of whether the assessment criteria have been met. A sample of the portfolios should be double marked and where credit is being sought the external examiner should also have the opportunity to sample. The programme leader or APA coordinator is responsible for ensuring these requirements are met. The external examiner should be clear that their role is to verify that the process has been properly followed and that the assessment is appropriate in terms of the academic judgement made by the internal assessors. Endorsement by the appropriate assessment board The decision to award credit for prior achievement is made by the assessment board following a recommendation from the module leader. The timing can be prior to the commencement of the programme or during the programme, depending upon the sequencing of the elements for which accreditation is sought. Where APL forms the basis of entry onto a programme the claim is signed off by the faculty APA co-ordinator or the Head of Studies. Partner colleges Authority to make decisions to give recognition for prior achievement shall not normally be devolved to partner institutions. Therefore claims for APA will be assessed by the DMU module leader or programme leader and will be endorsed by the relevant assessment board. 6 Section 2: The process

9 Section 2: The process Summary of the basic principles It is a requirement that the following principles are followed. The programme leader or APA coordinator is responsible for ensuring this practice is adopted at programme level and that it is communicated to staff, students and external examiners. Candidates should receive appropriate guidance during the process, including the range of evidence that is considered appropriate, the criteria against which claims are judged, timescales and arrangements for providing feedback No grades are awarded for credits earned by APA (with the exception of claims tested by a challenge examination) Sufficiency is there enough evidence to cover all the outcomes? Or does it fall short of demonstrating achievement of one of the outcomes? Currency the assessment should establish that the learning is still current even if it was acquired some time ago. In some subject areas, for example law and computing, currency will be a particular issue. In such cases the programme APA regulations could specify that learning acquired two or three years ago may need supporting by a portfolio of more recent achievements. Authenticity is it possible to verify that the claim relates to the candidate s own work? For example, has experiential learning been endorsed by direct evidence including referees? Applicants may not normally re-use credit from a previous completed programme towards an equivalent or lower award The candidate will receive credit for the prior learning they have gained from experience, and not the experience itself Responsibility rests with the applicant to make the claim Assessment is made against the APA criteria and the module learning outcomes, or criteria for entry onto a programme The assessment decision must be documented APA claims are subject to moderation procedures and an external examiner should have the opportunity to sample the assessments. Criteria for assessing an APA application Validity the achievement must be comparable with the standard and content of the De Montfort University provision. Does the evidence match the learning claimed? Is it appropriate to the learning outcomes? Or is it irrelevant to the module outcomes? Section 2: The process 7

10 Section 3: For reference Section 3: For reference Regulations regarding use of credit The University has APA regulations for undergraduate and postgraduate programmes and these appear in the current degree scheme regulations. Advice on re-use of credit There is no agreed national position on the re-use of credit (double-counting). One view is that credit may be re-used wherever the learning achievement is replicated. The other view is that credit is spent once it has counted towards the completion of a degree. In line with normal practice in the sector, however, the University accepts that credits from an HND/C or Foundation Degree can count towards an honours degree to facilitate entry with advanced standing. So credit can be 'spent' on two separate qualifications where one qualification is subsumed within another. This principle applies where credits are contributing to a higher award, but not normally towards another award of equivalent or lower status. In addition, a student who has gained an honours degree could not normally count the credit used towards a masters degree as the lower award is the normal entry level for a higher award. Roles and responsibilities You are. The programme leader or APA co-ordinator A module leader or internal assessor The external examiner Faculty Head of Quality You are responsible for Co-ordinating the APA process Giving guidance to candidates Producing and disseminating published information about APA opportunities and procedures Liaising with the external examiner (possibly via the subject leader) Providing support and guidance to module leaders Ensuring APA decisions are suitably documented. Assessing the portfolio of work against the generic criteria (see Section 2) and module specific learning outcomes On the basis of a sample of APA portfolios verifying that the process has been properly followed and that the assessment is appropriate in terms of the academic judgement made by the internal assessors Ensuring that arrangements for APA are monitored and policies and procedures reviewed on a regular basis What happens to the APA credits? QLS and transcripts There is a box on the enrolment form to record APL credits. It is in the For Office use only box. APL is recorded on QLS usually against the level to which it applies but it can be done against the module. The credits recorded against a student appear on the examination board report so that when the board is looking at the full profile of a student they know how the credits are built up. It is a requirement that the total APA credits awarded to a student are specifically recorded on the transcript. 8 Section 3: For reference

11 Section 3: For reference Quality assuring APA Regular monitoring by the programme board is required. The board must be assured that the following quality processes are in place. There is effective communication of guidance information and assessment criteria APA claims are mapped for equivalence against Professional Statutory and Regulatory Body (PSRB) criteria and/or module or programme outcomes Arrangements are in place for second marking of the claim The role of the external examiner is clearly defined including the right to view portfolios It is clear where accreditation is signed off programme board, or Head of Studies for APL leading to entry There is monitoring of the process through routine student feedback External examiner feedback on APA is sought Routine use is make use of comparative progression data where there are significant student numbers in the cohort who have APA credits. Frequently asked questions Does a place have to be offered before we can provide APA guidance? Guidance can be offered pre-entry and before a place is offered. This tends to be in the form of a leaflet, handbook or workshop. For candidates using APL as a route to entry onto a programme the whole process will be completed before the programme commences. Once the candidate has had a guidance interview and as an outcome a claim for accreditation is being pursued, a registration fee should be charged and the candidate enrolled on the programme. When is an APA claim made? A claim can be made pre-entry, during induction or on the programme. APA is available for those students who can identify, before the start of their programme, elements of the curriculum in which they have prior experience, and for example applicants who may be continuing their professional practice part-time and can make a claim pre-entry. It can also apply to professionals who interrupt study then return with additional relevant experience, and for those discovering during their programme that their prior qualifications or experience match a module now available. Some professional programmes may have a planned opportunity to present a claim during the programme of study. Should the external examiner be involved in the process? Yes they should externally moderate APEL claims by checking a sample of portfolio work. External examiner involvement is not essential in relation to certified entry with advanced standing and direct entry to year one. Does the APA credit count towards the degree classification? No only the Level 5 and 6 credits earned through study of DMU modules count. Students admitted with accreditation of prior achievement for an honours degree, including those admitted with a non-honours degree, are required to take a minimum of 120 Level 6 credits following their new registration. For the purposes of honours degree classification, any Level 5 modules successfully completed by an APA student within her/his programme of study will be single weighted and any Level 6 modules will be double weighted. Is it compulsory for us to make APA available particularly as our professional body is not supportive? The provision of APA is consistent with the University s commitment to widening participation and professional vocational education. It is not compulsory to offer it however. Programme boards have the discretion whether to make APA available and it is accepted that for some provision there may be a good reason why it may not be applicable. When should the APA assessment take place? Before the learning is due to take place in the normal programme of study. Section 3: For reference 9

12 Section 3: For reference Is there a set procedure to follow to arrive at judgements? A proforma should be used to record the candidate details, and an evaluation of the claim against the criteria and the overall recommendation. This form provides the basis of information for moderation and presentation to the examination board. What if the claim is turned down? The student will need to undertake the whole taught module. Is there an appeals procedure? Appeals are treated in accordance with the procedure for appeal against an assessment decision. What if the certified evidence is over three years old does it still count? Yes provided the learning is still current in the context of the programme elements against which exemption is sought. If there is any doubt a viva voce examination can help establish currency. How should we go about monitoring that the APA process is effective? Build in arrangements to routinely consider student views, external examiner feedback and comparative progression data. 10 Section 3: For reference

13 Appendix 1: Proposal for use of challenge examinations for APEL claims (example from Engineering) Appendix 1: Proposal for use of challenge examinations for APEL claims (example from Engineering) What does an APEL by challenge examination claim cover? Each individual APEL claim refers to a single module within a degree programme. Your student handbook tells you the number of modules that can be credited via successful APEL claims. Each claim can only refer to a complete module. You cannot make a challenge examination APEL claim for part of an academic module. How do I know I might have the basis for an APEL claim? Examine the module template and decide whether you have the breadth of knowledge and understanding of the topics listed in the module contents Examine the module template and decide whether you have achieved the abilities described in the learning outcomes. Your claim must cover all of the learning outcomes for each module you want to claim. How do I make a claim for APEL? Complete the form provided and return it to the programme leader We will invite you to an advisory interview with a tutor. The tutor will advise you on the strength of each module claim. Provide an overview of your work experience, including a list of job positions, main responsibilities of each job, and main tasks undertaken as part of these responsibilities and any in-service training programmes taken that have contributed to your work-based learning Provide letters from your current line manager, past line managers and/or clients to authenticate the information provided in your work overview. Evaluate the significance and quality of this learning in relation to the module learning outcomes and support and verify achievement of learning outcomes Provide evidence of how learning outcomes have been achieved and employed Enable applicants to reflect on their experience Identify the learning they have achieved through their work experience Cover all learning outcomes, ie each question will cover an individual learning outcome. Describe learning in relation to his/her work experience In answering questions should draw on work experience, work activities undertaken Explanations of the work undertaken and how this relates to theoretical perspectives, research and literature which have informed your practice Demonstrate underpinning knowledge and understanding Relate theory to practice Knowledge and experience of the broader issues surrounding module topics Description and analysis of activities Reflect on what done and to describe what you would do in other circumstances Demonstrate your values, knowledge and skills as well as your ability to perform effectively How reading and research has informed your knowledge and work practice. What is a challenge examination and its assessment criteria? Test whether the work undertaken by the applicant has given them the experience and equivalent academic/vocational standards expected of someone who undertakes the module Appendix 1: Proposal for use of challenge examinations for APEL claims (example from Engineering) 11

14 Appendix 1: Proposal for use of challenge examinations for APEL claims (example from Engineering) What do typical challenge examinations look like? Here are typical examples that show that it can apply across different subject areas. Lean Engineering Systems 1. Briefly compare the abilities of Optimised Production Technology (OPT) and Lean Manufacturing (LM) in helping YOUR manufacturing business achieve competitive advantage in the following areas: a. short delivery lead times (5 marks) b. high levels of delivery reliability (5 marks) c. low manufacturing costs (5 marks) d. high levels of quality reliability (5 marks) e. high levels of product choice. (5 marks) People, organisations and society 1. a. Provide a brief summary of the major theoretical perspectives in the social sciences and briefly describe the principles involved in critical analysis of research material in this field. b. Explain how these theories influenced policy in the criminal justice field. 2. Describe briefly the major inequalities in society and their impact on criminology. (10 marks) (10 marks) (5 marks) How is the challenge examination assessed? For each question on the challenge examination the tutor will prepare model solutions containing the marking scheme and assessment criteria. Your answers will be assessed against these model solutions and a total percentage mark awarded for all appropriate questions attempted. This total percentage mark will be taken to the external examiner and examination board for confirmation. Can I appeal against decisions? If you are not provide with the opportunity, after your advisory interview, to undertake the challenge examination or if you fail the challenge examination then you have the right to appeal against the decision and should refer to the following publications, ie: Appeals against Assessment Board Decision: A Guide to Regulations Registry Complaints Procedures. What are the time scales involved in an APEL by challenge examination claim? It is suggested that the timing for APEL claims via the use of a challenge examination takes place only at set times during the academic year, ie the following is suggested and is based on the applicant going through the challenge examination procedure one academic year prior to the actual module being provided in taught mode: October to June Applicant enrols onto degree programme Subsequent APEL claims via the use of a challenge examination are accepted and reviewed by tutors. August Challenge examinations take place during the normal reassessment examination period. September Programme board and external examiners review examination outcome and based on assessment, applicants claim is either successful or unsuccessful. October to June Unsuccessful applicants undertake the taught module and complete the assessed work, as identified in the module template. What happens if my claim is turned down? If your claim for APEL for any of the academic modules is turned down then you will need to undertake the taught programme and complete the assessed work, as identified in the Module Template. 12 Appendix 1: Proposal for use of challenge examinations for APEL claims (example from Engineering)

15 Appendix 2: Accreditation of Prior Achievement (APA) candidate profile Appendix 2: Accreditation of Prior Achievement (APA) candidate profile How we can contact you: Daytime tel: Name: Home tel: Address: address, or other contact notes: Your proposed (or current) study details at DMU: Title of DMU programme: Proposed/Actual* Starting month and year: *delete as appropriate Your present activity (if applicable): Present educational programme: Present employment: Present voluntary work/activity: In the spaces following, could you please provide information about your previous education/training and voluntary experience Your previous studies/qualifications: Title of qualification Result Year Evidence (or if study was interrupted, state the subjects/modules passed) Achieved Available Your employment and training experience: Job title/employer/brief description of roles and responsibilities Dates Evidence Available Appendix 2: Accreditation of Prior Achievement (APA) candidate profile 13

16 Appendix 2: Accreditation of Prior Achievement (APA) candidate profile Your voluntary experience: Agency/organisation/brief description of roles and responsibilities Dates Evidence Available Your conclusion: Having read the Guidance Notes, I believe my APA profile best matches (please tick): APL APEL Combination of APL/APEL Admission by Advanced Standing (AAS) I declare that, to the best of my knowledge, all the information given here and on any accompanying documentation is correct. I enclose my CV. Signed: Date: Please pass this form to the School APA Adviser Official Use Form received on: Interview held on: Interview arranged on: with: Outcome: The student will not claim any module exemption claim AAS claim APL for... module(s) claim APEL for... module(s) approved by programme board on and entered into Student Database on 14 Appendix 2: Accreditation of Prior Achievement (APA) candidate profile

17 Appendix 3: APL/APEL module exemption claim Appendix 3: APL/APEL module exemption claim Please complete one form per module (may be word processed) and bring to your APA guidance session Name: DMU Module (state module code and title): DMU Module outcomes or objectives: Copy from DMU details, list here, and number (abbreviate as necessary) Your achievements: For each outcome, outline your corresponding achievements, either through prior study or work experience, and include the date of achievement Available Evidence: Specify exactly what against each outcome or objective After completing this exercise I have identified the following gaps in my prior achievement in relation to this particular module. Gaps in achievement: Please list which module outcomes or objectives (or parts of) you have not previously covered Agreed Action: Signed: APA Adviser: Candidate: Date: Appendix 3: APL/APEL module exemption claim 15

18 Appendix 3: APL/APEL module exemption claim Result of APL/APEL claim: This claim is accepted for APL This claim is accepted for APEL This claim is accepted for APL/APEL This claim is not accepted (continue on a separate sheet if necessary) Signed: APA Adviser: Module Leader: Date: 16 Appendix 3: APL/APEL module exemption claim

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