Assessment of prior learning in higher education: a review from a validity perspective

Abstract

The process of giving official acknowledgment to formal, informal and nonformal prior learning is commonly labelled as assessment, accreditation or recognition of prior learning (APL), representing a practice that is expanding in higher education in many countries. This paper focuses specifically on the assessment part of APL, which undoubtedly is central to the whole process, through a review of research in this area and an analysis of the reviewed studies from a validity perspective. The research reviewed (published 1990-2007) is categorised into empirical as well as more theoretically oriented publications, with a quantitative dominance of the latter. According to the validity analysis, a majority of the studies conducted in this area relate to the evidential basis of test interpretation and use, primarily providing theoretical rationales and theories for a variety of practices. The consequential basis of test interpretation and use has not been studied to any larger extent, resulting in a lack of both theoretical and empirical studies dealing with this aspect of validity.

RPL for accreditation in higher education – As a process of mutual understanding or merely lifeworld colonisation?

“…For example, there is a lack of research on the validity of RPL models. Stenlund (2009) has criticised RPL/APL for accreditation based on the lack of both theoretical and empirical research on the validity of RPL models. What is actually confirmed and recognised in such RPL processes and are they in fact valid?…”

“…Drawing on experiences of RPL in higher education in South Africa, they conclude that RPL should be targeted at access, rather than accreditation. In a recent article, Stenlund (2009) has also criticised RPL/APL from an assessment perspective, based on the lack of both theoretical and empirical research of validation of RPL models. Using critical discourse analysis, Peters (2005) shows how control and exclusion can be the result when the RPL discourse is something candidates have to learn, rather than something that acknowledges what they already know.…”

E depois do acesso (de "novos públicos" ao ensino superior): a revolução não acabou

“…(1992) Kehm,.2001;.Correia.&.Mesquita,.2006;.Fejes.&. Andersson,.2008;.Jallade.&.Mora,.2001;.Peters,.2005;.Souto.Otero,.Hawley.&.Nevala,.2007;.Stenlund,.2009;. Yoshimoto,.Inenaga.&.Yamada,.2007. diz.Joaquim.Azevedo,.desde."quando.e.até.quando.é.que.o.não.é.princípio.de.encontro.e.…”

“…2000.Garnett,.Portwood.&.Costley,.2004;.Reay,.Ball.&.David,.2002;.Rodrigues.&. Nóvoa,.2005;.Stenlund,.2009 próprias. práticas.…”

Agreement in assessment of prior learning related to higher education: an examination of interrater and intrarater reliability

“…In high-stake assessments it is vital that central quality criteria are met, and they also require an extensive evaluation of the fully developed assessment in use (AERA, APA, & NCME, 2004;Moss, Girard, & Haniford, 2006). However, a review examining research on APL reveals that the problem of reliability in the assessment is very rarely examined (Stenlund, 2010). That means that the trustworthiness of the practices underpinning the process of APL is not questioned.…”