Assessment of Prior Learning
Greetings. The following materials are intended to provide an introduction to the assessment of prior learning. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers
Building on Prior Knowledge and Meaningful Student Contexts
Prior KnowledgeLearning in Interactive Environments: Prior Knowledge and New Experience
Publications And Rerources On Prior Learning Assessment And Recognition
Citations from the ERIC Database
AN: EJ610162
AU: Hart,-Ian
TI: Learning and the "F" Word.
PY: 2000
SO: Educational-Media-International; v37 n2 p98-101 Jun 2000
NT: Issue theme: Selected Papers from Ljubljana Conference.
DE: *Course-Content; *Prior-Learning; *Teaching-Methods
DE: Evaluation-Methods; Higher-Education; Learning-Processes; Resource-Materials; Student-Evaluation; Student-Participation
AB: Lists eight principles that underlie the philosophy of flexible learning and discusses their implications for a university. Highlights include flexible access to courses, recognition of prior learning, flexible content, flexible participation, flexible teaching and learning methods, flexible resources, flexible assessment, and ongoing evaluation. (Author/LRW)
AN: EJ607631
AU: Wailey,-Tony; Simpson,-Robert
TI: Juggling between Learning and Work. AP(E)L in the UK.
PY: 2000
SO: Lifelong-Learning-in-Europe; v5 n2 p83-89 2000
AV: KVS Foundation, Museokatu 18 A 2, 00100 Helsinki, Finland.
DE: *Education-Work-Relationship; *Evaluation-Methods; *Experiential-Learning; *Prior-Learning
DE: Foreign-Countries; Higher-Education; Self-Evaluation-Individuals; Student-Evaluation
AB: This framework for learning development in higher education stresses three types of skills--threshold, key, and transferable--and a variety of forms for assessing prior (experiential) learning [AP(E)L]. The function of assessment is both to credit prior learning and diagnose individual learning needs. (SK)
AN: ED432001
AU: Cooper,-J.-David
TI: Literacy: Helping Children Construct Meaning. Fourth Edition.
PY: 2000
AV: Houghton Mifflin Co., 181 Ballardville St., Wilmington, MA 01887; Tel: 508-661-1300; Tel: 800-225-3362 (Toll Free); Web site: http://www.hmco.com ($48.36).
PR: Document Not Available from EDRS.
DE: *Emergent-Literacy; *Prior-Learning; *Reading-Instruction; *Spelling-Instruction; *Writing-Instruction
DE: Beginning-Reading; Childrens-Literature; Classroom-Techniques; Elementary-Education; Phonics-; Program-Development; Student-Evaluation; Teaching-Methods; Vocabulary-Development
AB: Written to help all teachers provide balanced literacy instruction for all students, this book provides strategies and sample lessons for both direct and indirect literacy instruction. Four complete pieces of literature are provided with updated sample lessons: "Jamaica Tag-Along"; "Mummies, Tombs, and Treasure"; "My Brown Bear Barney"; and "The Bicycle Man." The major thrusts of this fourth edition are balanced literacy instruction; technology; direct and indirect instruction; beginning literacy instruction; word skills; and spelling and grammar. After a preface and introduction, chapters in the book are (1) Understanding Literacy: Learning and Constructing Meaning; (2) Developing a Balanced Literacy Program; (3) Activating and Developing Prior Knowledge; (4) Beginning Literacy: Learning to Read and Spell Words and Construct Meaning; (5) Developing Vocabulary: Words and Meanings Beyond the Beginning Literacy Level; (6) Responding and the Construction of Meaning; (7) Writing and the Construction of Meaning; (8) Teaching Strategies for Constructing Meaning; (9) Constructing Meaning across the Curriculum; (10) Organizing and Managing the Balanced Literacy Classroom; and (11) Assessment and Evaluation in the Balanced Literacy Classroom. A handbook resource (Word Skills: Phonics and Structural Analysis for Teachers) and an epilogue (Success Centered Literacy Instruction) are attached. Contains approximately 400 references. (RS)
AN: EJ600455
AU: Dochy,-Filip; Segers,-Mien; Buehl,-Michelle-M.
TI: The Relation between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge.
PY: 1999
SO: Review-of-Educational-Research; v69 n2 p145-86 Sum 1999
DE: *Academic-Achievement; *Evaluation-Methods; *Prior-Learning
DE: Educational-Research; Literature-Reviews; Research-Reports
AB: Reviewed 183 written sources related to prior knowledge. Findings show that prior knowledge generally had positive effects on student performance, but effects varied by assessment method. Discusses the implications of assessment measures when examining the effects of prior knowledge. (Contains 207 references.) (SLD)
AN: ED430116
AU: Vanstone,-Sue, comp.
TI: Publications and Resources on Prior Learning Assessment and Recognition (PLAR). Compiled for the Research Network for New Approaches to Lifelong Learning.
CS: Ontario Inst. for Studies in Education, Toronto.
PY: 1999
NT: Compiled with the assistance of Luis Barnola.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430116
DE: *Experiential-Learning; *Informal-Education; *Prior-Learning; *Student-Evaluation
DE: Access-to-Education; Adult-Basic-Education; Adult-Education; Bibliographies-; Distance-Education; Educational-Policy; Ethnic-Groups; Females-; Foreign-Countries; French-; Literacy-Education; Marketing-; Military-Training; Portfolio-Assessment; Postsecondary-Education; Program-Implementation; Public-Relations; Second-Language-Instruction; Secondary-Education
AB: This bibliography provides a thorough and representative sample of the different types of available Prior Learning Assessment and Recognition (PLAR) publications and resources. These publications and resources are grouped under nine categories: (1) PLAR Policy (Canada, Europe, Africa, Australia, United States of America, New Zealand, Asia and the Pacific, Comparative Studies); (2) Implementation of PLAR in Formal Education (General; Postsecondary Education; Secondary Schools; Distance Learning; Second Language, Basic Education, and Literacy Programs; Methods of Assessment; Survey of PLAR Users; Assessor and Facilitator Training; Financing, Promotion, and Marketing); (3) PLAR and Work; (4) PLAR and the Military; (5) PLAR and Questions of Diversity; (6) Theories and Analysis of PLAR; (7) PLAR Literature for Learners; (8) PLAR Bibliographies; and (9) Publications en Francais. The total number of entries is 791; this number includes those instances when the same publication or resource appears under more than one category. Some entries are in French. Each entry consists of some or all of the following components: author(s) or organization; publication date; title; either place of publication and publisher or periodical title and pagination; and an annotation. The annotation includes some or all of the following: number of pages; document type; target audience; brief description of content; descriptors; and International Standard Serial Number. (YLB)
AN: EJ571244
AU: Moerkerke,-George; Dochy,-Filip-J.-R.-C.
TI: Effects of Prior Knowledge State Assessment and Progress Assessment on Study Results in Independent Learning.
PY: 1998
SO: Studies-in-Educational-Evaluation; v24 n2 p179-201 1998
DE: *College-Students; *Independent-Study; *Prior-Learning; *Student-Evaluation
DE: Foreign-Countries; Higher-Education; Open-Education; Participation-; Student-Characteristics; Test-Results
AB: Whether informal subject-oriented prior-knowledge state assessment or information progress-assessment results in increased study pace or a positive effect on final test results was studied with over 9500 open education college students. Student characteristics related to differences in participation in information-assessment procedures were studied with 1081 students. (SLD)
AN: EJ570496
AU: House,-J.-Daniel; Prion,-Susan-K.
TI: Student Attitudes and Academic Background as Predictors of Achievement in College English.
PY: 1998
SO: International-Journal-of-Instructional-Media; v25 n1 p29-42 1998
DE: *Academic-Achievement; *College-English; *Freshman-Composition; *Prior-Learning; *Student-Attitudes
DE: College-Freshmen; Grade-Prediction; Higher-Education; Predictor-Variables; Self-Evaluation-Individuals; Student-Characteristics; Student-Surveys; Tables-Data
AB: This study investigated the predictive relationship between student attitudes and their subsequent achievement in a freshman composition course. Results indicated that academic background and student attitudes were significantly correlated with subsequent grade performance. Attitude variables were more closely related to overall grade performance than with satisfactory/unsatisfactory grade status. Contains 52 references. (AEF)
AN: ED415118
AU: Freedman,-Robin-Lee-Harris
TI: Constructivist Assessment Practices.
PY: 1998
NT: Paper presented at the Annual Meeting of the Association for Educators of Teachers of Science (Minneapolis, MN, January 7, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED415118
DE: *Classroom-Environment; *Constructivism-Learning; *Prior-Learning; *Student-Evaluation
DE: Active-Learning; Concept-Formation; Educational-Strategies; Elementary-Secondary-Education; Science-Curriculum; Teacher-Education
AB: The purpose of this study is to describe the assessment environment in constructivist-oriented science, technology, and society (STS) classrooms. Data were gathered from in-depth interviews and subjected to a constant comparative analysis associated with a grounded theory model. Three themes emerged from the analysis: (1) a description of the assessment environment; (2) the variety of assessments used by teachers; and (3) the use of higher order thinking skills in assessments. Implications for pre-service teaching include the development of inclusion of constructivist assessment practices in science courses, the observation of classrooms where constructivist assessment practices are currently in use, and further exploration of various types of assessments. The research design uses the goals and tenets of the Iowa Scope, Sequence, and Coordination (SS&C) project and draws on the ideas of active learning, prior knowledge, and learner responsibility. Contains 58 references. (Author/DDR)
AN: ED414485
AU: Skinner,-Jo; Nganasurian,-Wendy; Pike,-Susan; Hilton,-Anne
TI: An Investigation into the Reliability and Validity of Assessment Strategies for the Accreditation of Prior Learning of Nurses, Midwives and Health Visitors. SEEC AP(E)L Project. Final Report [and] Annexes to Final Report.
CS: English National Board for Nursing, Midwifery and Health Visiting, London.
PY: 1997
AV: English National Board for Nursing, Midwifery and Health Visiting, Publications Department, Victory House, 170 Tottenham Court Road, London W1P 0HA, England, United Kingdom. (15 British pounds).
NT: A separately published volume of "Research Highlights" with the same title containing an abstract of the project, the method and major findings is attached.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Credits-; *Experiential-Learning; *Nursing-Education; *Prior-Learning; *Student-Certification; *Student-Evaluation
DE: Educational-Certificates; Evaluation-Methods; Foreign-Countries; Higher-Education; Models-; Obstetrics-; Portfolio-Assessment; Postsecondary-Education; Test-Reliability; Test-Validity
AB: A survey of 83 nursing and midwifery education institutions in Britain collected information regarding assessment of prior learning (APL), i.e., certificated learning, and assessment of prior experiential learning (APEL), i.e., noncertificated learning. Follow-up interviews took place in 10 institutions. All nursing and midwifery education institutions offered APL, and 95 percent offered APEL. Specific credit was commonly used. Within individual higher education institutions (HEIs), APL/APEL assessment strategies were as reliable and valid as regular academic assessment strategies and usually similar in process. A range of assessment methods was used, although portfolios were preferred. Teaching staff often had difficulty fitting a professional and practice-based model of education into a pure academic model of APL/APEL. One model being used appeared to be halfway between APL and APEL as it incorporated past formal learning and subsequent professional practice. Students seemed satisfied with their APL/APEL outcomes, although the systems and processes were complex and not always clear. Staff ensured that credit was "earned" and academic rigor maintained. Internal consistency of individual APL/APEL systems was high, mainly due to relatively tight controls enforced by coordinators. Credit transfer was difficult. Resource issues were raised continuously. No single, complete model of good practice was found. (A separate volume of appendices includes a glossary, instruments, results, and 10 institutional case studies.) (YLB)
AN: EJ554706
AU: Eckert,-Craig-M.; Bower,-Douglas-J.; Stiff,-Krista-S.; Hinkle,-Abby-J.; Davis,-Andrew-R.
TI: Students' Knowledge and Faculty Members' Expectations: The Case for Classroom Assessment.
PY: 1997
SO: Teaching-Sociology; v25 n2 p150-59 Apr 1997
DE: *Formative-Evaluation; *Instructional-Effectiveness; *Knowledge-Level; *Prior-Learning; *Sociology-; *Teacher-Expectations-of-Students
DE: Academic-Failure; Educational-Background; Educational-Environment; Educational-Experience; Higher-Education; Student-Evaluation; Teacher-Attitudes
AB: Demonstrates the usefulness of classroom assessment in reducing the number of underprepared students. Recommends that faculty use classroom assessment techniques very early in the semester to determine students' knowledge level. Maintains that a vast dichotomy exists between teachers' assumptions regarding students' knowledge and what they actually know. (MJP)
AN: ED412397
AU: Bjornavold,-Jens
TI: Identification and Validation of Prior and Informal Learning. Experiences, Innovations and Dilemmas. Discussion Paper = Ermittlung und Validierung von fruher bzw.informell erworbenen Kenntnissen. Erfahrungen, Innovationen, Probleme. Diskussionspapier = Identification et validation de l'apprentissage anterieur et informel. Experiences, innovations et problemes. Document de discussion. CEDEFOP Panorama.
CS: European Centre for the Development of Vocational Training, Thessaloniki (Greece).
PY: 1997
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412397
DE: *Certification-; *Informal-Assessment; *Nonformal-Education; *Portfolio-Assessment; *Prior-Learning
DE: Credits-; Educational-Experience; Employment-Experience; Evaluation-Methods; Experiential-Learning; Foreign-Countries; French-; German-; Nontraditional-Education; Performance-Based-Assessment; Portfolios-Background-Materials; Qualifications-; Student-Evaluation
AB: During the last 5-10 years, a number of countries have introduced methods and systems for identifying, validating, and recognizing prior and nonformal learning that can be viewed as tools for improving the transparency and transfer of skills. In most cases, they have been operational for a comparatively short time, which makes it difficult to decide whether expectations regarding them are justified. Some of the most important initiatives and innovations connected with the identification and validation of prior and nonformal learning include examples from Australia, Finland, France, Germany, Ireland, Japan, and United Kingdom. The French, Australian, Irish, and British methodologies are based on related principles, introducing different versions of portfolios, dossiers, or passports. Finland, Germany, and Japan have been reluctant to introduce the portfolio method. In spite of similarities in design, countries tend to apply the methodologies in different ways. This difference may be seen as a difference between centralized and decentralized systems. Initiatives and ideas on a European level are the Individual Portfolio Project and the Personal Skills Card and the European Skills Accreditations system. Some basic questions related to the legitimacy of the new methods and systems deal with the institutional basis, flexibility versus fragmentation, transparency and visibility, and transfer. (German, English, and French versions appear in side-by-side columns. Appendixes contain 27 references and 18 notes.) (YLB)
AN: EJ548249
AU: Lopus,-Jane-S.
TI: Effects of the High School Economics Curriculum on Learning in the College Principles Class.
PY: 1997
SO: Journal-of-Economic-Education; v28 n2 p143-53 Spr 1997
DE: *College-Preparation; *Course-Content; *Curriculum-Design; *Economics-Education; *Fundamental-Concepts; *Prior-Learning
DE: Academic-Achievement; Academic-Aspiration; College-Bound-Students; College-School-Cooperation; Educational-Assessment; High-Schools; Higher-Education; Knowledge-Level; Macroeconomics-; Microeconomics-; Pretests-Posttests; Program-Evaluation
AB: Asserts that most research into the effects of high school economics curriculum upon performance in college level economics courses fails to consider that secondary economics education rarely teaches micro- and macroeconomic concepts. Discovers that any gap in learning between students in economics is narrowed by the first semester in college. (MJP)
AN: EJ569739
AU: Bjornavold,-Jens
TI: Assessment of Non-Formal Learning: The Quality and Limitations of Methodologies.
PY: 1997
SO: Vocational-Training:-European-Journal; n12 p52-67 Sep-Dec 1997
DE: *Evaluation-Criteria; *Nonformal-Education; *Prior-Learning
DE: Evaluation-Methods; Reliability-; Skill-Development; Validity-
AB: The validity and reliability of methods for assessing nonformal learning are influenced by the type of knowledge being measured, which in turn influences assessment criteria. Satisfactory methods must consider the specific character of nonformal learning. (SK)
AN: EJ566817
AU: Evensky,-Jerry; Kao,-Duke; Yang,-Qing; Fadele,-Remi; Fenner,-Richard
TI: Addressing Prerequisite Mathematics Needs--A Case Study in Introductory Economics.
PY: 1997
SO: International-Journal-of-Mathematical-Education-in-Science-and-Technology; v28 n5 p629-39 Sep-Oct 1997
DE: *Achievement-Gains; *Mathematics-Achievement; *Mathematics-Skills; *Prerequisites-; *Prior-Learning
DE: Higher-Education; Mathematical-Concepts; Mathematics-Instruction; Minimum-Competencies; Student-Evaluation
AB: Describes a model for addressing prerequisite mathematics needs. A small set of prerequisite skills for the content course is identified and assessed, and students needing extra help are assisted. Targeted students include those with only marginal deficits rather than those needing full course remediation. Presents results from empirical testing of its success. (AIM)
AN: ED418234
TI: Identification, Validation and Accreditation of Prior and Informal Learning. United Kingdom Report. National Report. CEDEFOP Panorama.
CS: European Centre for the Development of Vocational Training, Thessaloniki (Greece).
PY: 1997
AV: Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391; toll-free phone: 800-274-4447; e-mail: query@bernan.com; world wide web: http://www.bernan.com (catalogue no. HX-11-97-051-EN-C).
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED418234
DE: *Evaluation-Methods; *Nonformal-Education; *Prior-Learning; *Student-Certification; *Student-Evaluation; *Vocational-Education
DE: Access-to-Education; Adult-Education; Adult-Learning; Adult-Students; Educational-Practices; Educational-Trends; Equivalency-Tests; Experiential-Learning; Foreign-Countries; Higher-Education; Literature-Reviews; Trend-Analysis
AB: Current practice in accreditation of prior and informal learning in the United Kingdom was examined through a review of literature on how the accreditation of prior and informal learning is being used to gain access to higher education or toward certification of a National Vocational Qualification (NVQ) or Scottish Vocational Qualification (SVQ). Special attention was paid to the following: use of assessment of prior learning (APL) in unpaid work; views of United Kingdom organizations on APL; the National Record of Achievement; access and higher education; success of APL and assessment of prior experiential learning (APEL) in higher education; and success of APL in NVQs and SVQs. It was discovered that accrediting and awarding bodies for NVQs and SVQs are increasingly encouraging assessors to acknowledge evidence of prior learning and achievement as part of the overall package of evidence that a candidate may bring to the assessment of NVQs and SVQs. With higher education, APL appears more accepted than APEL, with many institutions having a more straightforward process for awarding credit for certificated learning than for experiential learning and with many institutions having different fee structures for APL and APEL. Many institutions are taking a fresh look at both APL and APEL. (Contains 17 references.) (MN)
AN: ED408112
TI: Recognition of Prior Learning for Aboriginal and Torres Strait Islander Peoples. Project Report.
CS: Australian National Training Authority, Melbourne. National Staff Development Committee.; Australian National Federation of Aboriginal Education Consultative Groups.
PY: 1996
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED408112
DE: *Cross-Cultural-Training; *Cultural-Relevance; *Indigenous-Populations; *Prior-Learning; *Staff-Development; *Vocational-Evaluation
DE: Access-to-Education; Adult-Education; Cultural-Awareness; Cultural-Pluralism; Educational-Policy; Equal-Education; Experience-; Experiential-Learning; Foreign-Countries; Nonformal-Education; Nontraditional-Education; School-Community-Relationship; Secondary-Education; Vocational-Education
AB: Recognition of Prior Learning (RPL) is an Australian program that helps people to obtain formal recognition for relevant work experience, life experience, and formal training. This report documents existing good practices in RPL assessment and staff training for Aboriginal and Torres Strait Islander peoples, provides information on culturally appropriate RPL processes for these groups in the National Vocational Education and Training system, and advises the National Staff Development Committee on approaches for training RPL staff working with Aboriginal and Torres Strait Islander peoples. Project findings emerged from national consultations with Aboriginal and Torres Strait Islander peoples and a search of Australian and overseas literature. The project found that some RPL programs currently exist for Aboriginal and Torres Strait Islander peoples. Some have the potential to meet the goals of the National Aboriginal and Torres Strait Islander Education Policy; others do not provide for local cultural needs nor are they underpinned by the goals of access, equity, and self-determination. The development of culturally appropriate RPL practices must build upon existing examples of good practice, and initiatives in RPL staff development for Aboriginal and Torres Strait Islander peoples should incorporate the following: self-determination at the local level after the community has evaluated appropriate information about RPL; equitable access based on cultural considerations regarding language, customs, values, and priorities; and mechanisms whereby Aboriginal and Torres Strait Islander communities can participate in determining the processes for establishing culturally appropriate RPL. An appendix includes details of case studies in the report. Also included are an extensive bibliography and a glossary. (TD)
AN: EJ537914
AU: Wolfe,-Edward-W.; and-others
TI: A Study of Word Processing Experience and Its Effects on Student Essay Writing.
PY: 1996
SO: Journal-of-Educational-Computing-Research; v14 n3 p269-83 1996
DE: *Prior-Learning; *Word-Processing; *Writing-Achievement; *Writing-Evaluation
DE: Academic-Achievement; Computer-Attitudes; Essays-; Grade-10; High-Schools; Student-Attitudes; Use-Studies; Writing-Assignments
AB: Investigates how word processing experience influences tenth grade student performance on a writing assessment. Examines factors influencing a student's decision about using word processors for writing; relationship between experience with the technology and scores on word processed essays; and differences in length, neatness, mechanical correctness, and tone as related to word processing experience. (AEF)
AN: EJ521722
AU: Trowler,-Paul
TI: Angels in Marble? Accrediting Prior Experiential Learning in Higher Education.
PY: 1996
SO: Studies-in-Higher-Education; v21 n1 p17-30 Mar 1996
DE: *College-Credits; *Equivalency-Tests; *Experiential-Learning; *Prior-Learning; *Student-Evaluation
DE: Educational-Policy; Evaluation-Criteria; Evaluation-Methods; Higher-Education; Policy-Formation
AB: A discussion of the awarding of college credit for experiential or prior learning looks at two approaches (credit exchange and developmental), proposes a continuum linking them, and examines theoretical and practical problems in their application in higher education. It is concluded that while credits for prior/experiential learning can be beneficial to students, much work on the process is needed. (MSE)
AN: EJ529795
AU: White,-Barbara
TI: Prior Learning Assessme
NT: Outcomes and Characteristics.
PY: 1995
SO: Michigan-Community-College-Journal:-Research-and-Practice; v1 n2 p51-57 Fall 1995
DE: *Adult-Students; *Prior-Learning; *Student-Characteristics; *Student-Evaluation
DE: Community-Colleges; Foreign-Countries; Outcomes-of-Education; Success-; Two-Year-Colleges
AB: Describes the Ontario college system's Prior Learning Assessment program for adult learners, focusing on outcomes and characteristics of students completing the process at Seneca College from April 1994 to February 1995. Indicates that of 77 participants, 46 were female, the mean age was 31, and 81% passed the process successfully. (BCY)
AN: ED398456
AU: McDonald,-Rod; and-others
TI: New Perspectives on Assessment. Studies on Technical and Vocational Education 4.
CS: United Nations Educational, Scientific, and Cultural Organization, Paris (France).
PY: 1995
NT: Product of UNEVOC, the International Project on Technical and Vocational Education. For other documents in this series, see ED 391 949 and CE 072 395-400.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED398456
DE: *Competency-Based-Education; *Evaluation-Methods; *Prior-Learning; *Standards-; *Student-Evaluation; *Vocational-Education
DE: Credits-; Foreign-Countries; Models-; National-Programs; Program-Development; Program-Evaluation; Program-Implementation; Secondary-Education; Technical-Education
AB: This book is the fourth in a series aiming to promote international exchange of ideas, experiences, and studies relating to technical and vocational education. The introduction reviews traditional practices in assessment and chapter 2 highlights the connections between assessment and learning, emphasizing that assessment is the most significant prompt for learning. Chapter 3 addresses the need to focus on competence, and describes a competency-based framework of assessment that assumes educational standards can be set, most students can achieve them, different performances can reflect the same standards, and assessors can judge these performances. The chapter suggests use of such a model affects the approach to both training and assessment that is currently being implemented in vocational education in many countries. Chapter 4 highlights recognition of prior learning, recommending that vocational education providers should take account of prior learning because it is sound educational practice; students may be able to progress more quickly, and they are not forced to "learn" things they already know. Chapter 5 considers the use many countries make of external assessment systems for their technical and vocational courses. Chapters 2-5 each contain an annotated list of further readings. (YLB)
 Alternative Assessment Of Performance In The Language Arts |
Other Resources (available either for sale or via interlibrary loan)
Title: The Institute for Learning and Teaching in Higher Education : institutions, academics, and the assessment of prior experiential learning
Author: Evans, Norman
Year: 2001
Publisher: RoutledgeFalmer,
Title: Preparing the portfolio for an Assessment of Prior Learning
Author: Snow, Roslyn
Year: 1999
Publisher: Easy Guides
Title: Prior learning assessment : a guidebook to American institutional practices
Authors: Zucker, Brian J. ; Johnson, Chantell C. ; Flint, Thomas A.
Year: 1999
Publication: Council for Adult and Experiential Learning
Title: Recognition of prior learning as assessment practice
Authors: Goleby, Ann. ; House, Robyn. ; Rivers, Jennifer.
Year: 1997
Publisher: Canberra Institute of Technology
Title: Prior learning assessment : A guide for university faculty and administrators
Author: Wong, Angelina T.
Year: 1996
Publisher: University Extension Press
Title: Alternatives in assessment of achievements, learning processes, and prior knowledge
Editors: Birenbaum, Menucha & Dochy, Filip J.R.C.
Year: 1996
Publisher: Kluwer Academic Publishers,
Title: Assessment for flexible learning : Performance assessment, prior knowledge state assessment and progress assessment as new tools
Author: Moerkerke, George
Year: 1996
Publisher: Lemma BV
Title: Your guide to assessment and recognition of prior learning
Author: Van der Wagen, Lynn.
Year: 1996
Publisher: Van Der Wagen Consulting
Ttle: Assessment for flexible learning : performance assessment, prior knowledge state assessment and progress assessment as new tools
Author: Moerkerke, George.
Year: 1996
Publisher: Lemma BV
Title: PLA, prior learning assessment & educational reform : a vision for now
Author: Simosko, Susan
Year: 1995
Publisher: The Centre
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form:
