Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures

Brinke, Desirée Joosten-ten; Sluijsmans, Dominique; Jochems, Wmg Wim

doi:10.1080/02602930802563086

Cited by 12 publications

(4 citation statements)

References 26 publications

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“…Writers such as Arroyo (2010) have successfully engaged students in self and co-assessment of the portfolio, with seeming success. This suggestion is intended to underscore the difficulties with portfolio assessment that others such as Brinke, Sluijsmans and Jochems (2010) have raised.…”

Section: Challenges With Learning Portfoliosmentioning

confidence: 94%

The Theory-Practice Conundrum of Learning Portfolios: A Response to Jane Leach

English

2010

Journal of Adult Theological Education

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Section: Challenges With Learning Portfoliosmentioning

confidence: 94%

The Theory-Practice Conundrum of Learning Portfolios: A Response to Jane Leach

English

2010

Journal of Adult Theological Education

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“…Research of assessment instruments used in formal education and assessment instruments/approaches providers would use in validation (I1/Q28 ) revealed eight instruments and intensity of its current (formal programmes) and intended (validation) use is shown in Table 4. A significant research result that should be emphasized here is relatively weak support for using the classical portfolio approach (Brinke, Sluijsmans, & Jochems, 2010;Ng Curtise, 2011) this article explores assessors' approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning.…”

Section: Validation Processmentioning

confidence: 99%

Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education / Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju k

Balkovic

Kozak

Šimović

2017

Croatian Journal of Education

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The recommendation of the Council of European Union of December 2012 introduced the concept of equal value of standards used to obtain qualifications through validation of non-formal and informal learning and standards used in formal education, with recommended implementation of such validation systems in all EU member states by 2018. This triggered policy development in a number of EU member states including Croatia in order to propose new legislation, quality assurance recommendations and support to such provision. This article presents the results of three quantitative research studies in higher education which involved a total of 2027 participants from different stakeholder groups relevant for the recognition of prior learning in higher education. The results reveal general support to the concept with lack of understanding of its full implications and significant differences in approaches and attitudes of higher education institutions and other stakeholders, especially users of validation, towards assessment standards, assessment methods and use of learning outcomes. This implies that changes in assessment concepts and more use of summative methods based on standards linked to national qualifications framework might be slower and harder to implement in Croatia than EU level policy makers might expect.

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“…They found that few programs offered formal training opportunities for evaluators. Joosten-ten Brinke, Sluijsmans, and Wim (2010) examined the perceptions of 10 assessors on PLA practices. They discovered that assessors found portfolio assessment relevant and useful for judging prior learning.…”

Section: Overview Of Military Learners In Transitionmentioning

confidence: 99%

Proven Leadership = College Credit

Bergman

Herd

2016

Advances in Developing Human Resources

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The Problem As service men and women transition to the civilian workforce because of a major drawdown of combat forces, many will face challenges with education requirements necessary to gain employment they desire in the civilian sector. The Solution Consequently, colleges and universities are adapting to this group of adult learners with convenient, flexible, and structured pathways to greater levels of educational attainment. One method of assisting military-connected students and student veterans is acknowledgment of credit for prior learning in the military. Portfolio development for prior learning assessment (PLA) has become a practice for adult learners in many institutions. The Stakeholders This article provides a review of the literature on PLA and discusses how it may address a multitude of challenges faced by transitioning military members who wish to consider formal education as an avenue to move forward in their careers and lives.

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Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures

Cited by 12 publications

References 26 publications

The Theory-Practice Conundrum of Learning Portfolios: A Response to Jane Leach

The Theory-Practice Conundrum of Learning Portfolios: A Response to Jane Leach

Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education / Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju k

Proven Leadership = College Credit

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