PEARLPEARL Personal Personal Employability Employability Achievement and Achievement and Reflection for Reflection for LearningLearning

What is PEARL.What is PEARL.

PEARL is the first national PEARL is the first national performance-based assessment performance-based assessment framework system that allows framework system that allows personal, social, behavioural and personal, social, behavioural and employability skills and abilities to be employability skills and abilities to be measured, progressed, validated and measured, progressed, validated and rewarded.rewarded.

The PEARL Programme is The PEARL Programme is accredited by The Graded accredited by The Graded

Qualifications Alliance (GQAL)Qualifications Alliance (GQAL) (GQAL) is an examination board that has been (GQAL) is an examination board that has been

established to award graded qualifications to established to award graded qualifications to learners of all ages and experience, who can learners of all ages and experience, who can demonstrate successful performance in a demonstrate successful performance in a range of activities.range of activities.

GQAL is a partnership between The GQAL is a partnership between The Manchester College, Exeter University and Manchester College, Exeter University and The The British Theatre and Dance The The British Theatre and Dance Association.Association.

PEARLPEARL

The PEARL programme consists of The PEARL programme consists of two standalonetwo standalone units: units:

Social and Personal Development.Social and Personal Development.

Organisational and Creative Development.Organisational and Creative Development.

Each unit has five core constructs covering the Each unit has five core constructs covering the full range of personal and employability skills.full range of personal and employability skills.

PEARL PEARL Personal and Social Personal and Social Development unit.Development unit.

The Personal and Social Development unit has been designed to The Personal and Social Development unit has been designed to

measure measure personal, social, emotional and behavioural skills.personal, social, emotional and behavioural skills. The five core constructs for assessment are:The five core constructs for assessment are: Social Skills.Social Skills. Self Awareness.Self Awareness. Empathy.Empathy. Managing feelings.Managing feelings. Motivation.Motivation.

Research shows that excellent performance in these skills is Research shows that excellent performance in these skills is

highly valued by employers, Further and Higher Education highly valued by employers, Further and Higher Education institutions, Local communities families and individuals.institutions, Local communities families and individuals.

PEARLPEARLOrganisational and Creative Organisational and Creative

development unit.development unit.

The The OOrganisational and rganisational and CrCreative eative DDevelopment unit has been evelopment unit has been designed to measure designed to measure more more specific work related skills.specific work related skills.

The five core constructs for assessment are:The five core constructs for assessment are:

Time management.Time management. Problem solving.Problem solving. Planning.Planning. Managing Change.Managing Change. Research.Research.

At present this unit is at the pilot stage.At present this unit is at the pilot stage.

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PEARL Focuses on :PEARL Focuses on :

Positive Behaviour.Positive Behaviour.

Collaborative Learning.Collaborative Learning.

Social Inclusion.Social Inclusion. Employability SkillsEmployability Skills

Citizenship.Citizenship.

The PSD assessment framework The PSD assessment framework consists of a full description of desirable consists of a full description of desirable behaviours and characteristics for each behaviours and characteristics for each

of the following constructsof the following constructs::

SSelf Awarenesself Awareness Social SkillsSocial Skills Managing FeelingsManaging Feelings EmpathyEmpathy MotivationMotivation

Characteristics.Characteristics.

The characteristics have been determined by The characteristics have been determined by the community of practitioners.the community of practitioners.

The emphasis is on PERFORMANCE.The emphasis is on PERFORMANCE.

The assessment framework is based on ability The assessment framework is based on ability not age.not age.

Examples of Social skills Examples of Social skills characteristicscharacteristics..

The characteristics are not learning outcomes but The characteristics are not learning outcomes but rather a guide and signposts to the grade the rather a guide and signposts to the grade the candidate is operating at.candidate is operating at.

•I make others feel welcome.

•I express my opinion.

•I play different roles within a team.

•I give constructive verbal feedback to my colleagues and peers.

•I ensure that people feel involved and valued.

•I manage conflicts.

Examples of Self AwarenesExamples of Self Awareness.s.

The characteristics are not learning outcomes but rather The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is a guide and signposts to the grade the candidate is operating at.operating at.

•I understand my own feelings and the Impact they can have on others.

•I understand my own personality, preferences and abilities.

•I know my own strengths and areas for improvement.

Examples of managing feelings.Examples of managing feelings.

The characteristics are not learning outcomes but rather a The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is guide and signposts to the grade the candidate is operating at.operating at.

I think before I act.I think before I act.

I talk about and share feelings.I talk about and share feelings.

I am able to recognise and cope with I am able to recognise and cope with difficult feelings.difficult feelings.

..The characteristics are not learning outcomes but The characteristics are not learning outcomes but

rather a guide and signposts to the grade the rather a guide and signposts to the grade the candidate is operating at.candidate is operating at.

I understand what long term and short term I understand what long term and short term goals are.goals are.

I can set SMART Targets.I can set SMART Targets.

I take personal responsibility for my own I take personal responsibility for my own development.development.

Examples of motivation

Examples of Empathy.Examples of Empathy.

The characteristics are not learning outcomes but rather a The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is guide and signposts to the grade the candidate is operating at.operating at.

I understand someone’s point of view without I understand someone’s point of view without judgement.judgement.

I recognise how people are feeling in various I recognise how people are feeling in various situations.situations.

I convey understanding to others.I convey understanding to others.

I am co-operative and have a warm approach to I am co-operative and have a warm approach to others.others.

Observations/Assessments of Observations/Assessments of learners.learners.

The framework enables qualified assessors to observe The framework enables qualified assessors to observe and assess learners on how they perform or show and assess learners on how they perform or show these skills in any given situation.these skills in any given situation.

The various personal and Social capabilities of the The various personal and Social capabilities of the learner are then measured or assessed against the learner are then measured or assessed against the framework levels (Grades).framework levels (Grades).

The Grades.The Grades.

Each learner is graded on a scale from B-8Each learner is graded on a scale from B-8

Lower Grades (B-2)Lower Grades (B-2)

Medium Grades (3-5)Medium Grades (3-5)

High Grades (6-8)High Grades (6-8)

Grade Descriptors/Characteristics.Grade Descriptors/Characteristics.

There is a full description of desirable behaviours and There is a full description of desirable behaviours and characteristics within each of the grades in the characteristics within each of the grades in the framework content of expectations.framework content of expectations.

The framework is then used to inform judgements The framework is then used to inform judgements made by the assessors to attribute a grade or level of made by the assessors to attribute a grade or level of attainment.attainment.