Portfolios for Prior Learning Assessment: Caught Between Diversity and Standardization

Sweygers, Annelies; Soetewey, Kim; Meeus, Wil; Struyf, Elke; Pieters, Bert

doi:10.1080/07377360902978194

Cited by 13 publications

(6 citation statements)

References 8 publications

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“…This finding is consistent with the previous work of Johnson [20] who stated that an "all-through" or holistic model of PLA was in existence. It is also consistent with the experience of the Flemish practitioners Swegerset.al [11] who have since found that the processes involved in developing -recognition" or -acknowledgement -portfolios are not necessarily mutually exclusive. Finally, in this exploratory study it appears that assessment methodology is not based on ideology but is context dependent and is more likely to be influenced by: (1) the needs of the individual; (2) the time and resources that are available; and (3) university regulations.…”

Section: Discussionsupporting

confidence: 88%

“…It is also supported by Popova-Gonci [10] who in proposing building blocks for PLA communities in the USA states that we should: "…celebrate PLA as a learning process…" Further, a study conducted by Swegers et.al. [11] identified two types of PLA portfolio the recognition portfolio and the acknowledgement portfolio. The recognition portfolio mainly fulfils a formative function, while the function of the acknowledgement portfolio is primarily summative.…”

mentioning

confidence: 99%

“…The recognition portfolio mainly fulfils a formative function, while the function of the acknowledgement portfolio is primarily summative. However, Swegers et.al [11] argued that the processes involved in building either type of portfolio are not mutually exclusive. This is interesting, as their work suggests that a more integrated approach to PLA is now emerging.…”

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confidence: 99%

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Developing Benchmarks For Prior Learning Assessment: An Exploratory Study

Day

2011

AJHS

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Prior Learning Assessment (or PLA) has assumed a new importance for Nurse Education in the UK as the Nursing and Midwifery Council has recently indicated that up to 50% of the pre registration nursing programme could be achieved by an individual –through an assessment of their prior learning. [1]. However, despite the emergence of PLA guidelines for higher education institutions [2], the assessment of prior learning in UK universities is still: "Characterized by inconsistency and lack of coherence.” [3] .This paper discusses the results of an exploratory study, which attempted to make the practice of PLA in UK Schools of Nursing clearer and much more explicit. A benchmarking approach is used, based on original work conducted within North America [4]. The findings show that benchmarks for PLA can identify the key purpose; functions and activities associated with the PLA Adviser and PLA Assessor role. Also, contrary to the literature PLA methodology is not based on any particular ideology. Rather, it appears to be context dependent and is more likely to be influenced by: (a) the needs of the individual; (b) the time and resources that are available; and (c) university regulations. This finding suggests that a more eclectic approach towards PLA might now be emerging within UK Schools of Nursing. Each of these findings is now the subject of further study.

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Section: Discussionsupporting

confidence: 88%

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confidence: 99%

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confidence: 99%

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Developing Benchmarks For Prior Learning Assessment: An Exploratory Study

Day

2011

AJHS

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“…Hamp-Lyons ( 2007) and Sweygers et al (2009) argue that teachers who are assessors require specific assessment training, but portfolio assessment requires particular knowledge and skills in providing feedback, supporting students' reflection on learning, encouraging selfawareness, or identifying next steps.…”

Section: Tb Further Commentedmentioning

confidence: 99%

Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience

Abdulhamid

Fox²

2020

CJAL

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This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback.

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“…a collection of narrative arguments supported by evidence--and this APL scheme is no exception. This collection is usually evaluated by subject experts, for example teachers or external experts (CEDEFOP, 1997;Sweygers, Soetewey, Meeus, Struyf, & Pieters, 2009), and in this case external vocational experts judge the claimants' prior learning. The focus in this article is the reliability of the vocational experts' assessment of the claimants' prior learning, but to orient the reader, and to make the analysis more meaningful, the APL scheme is shortly presented in the following section.…”

Section: Introductionmentioning

confidence: 99%

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

Stenlund

2013

International Journal of Lifelong Education

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This article focuses on reliability in assessment of prior learning (APL) related to higher education. APL refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In higher education, APL is used for the purpose of gaining admission, advanced standing or credits. In this article, studies investigating reliability in APL are presented. The studies provide data of inter-and intrarater reliability among assessors in a specific APL scheme used in higher education. Percentage of agreement and Cohen's kappa were used to estimate reliability, and the results show that the agreement between assessors, i.e. interrater reliability, is poorer compared to the agreement on repeated assessment by the same assessor, i.e. intrarater reliability. Further, the results reveal that there are differences in agreement between different aspects of prior learning. A conclusion is that reliability in this type of assessment ought to be further investigated.

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Portfolios for Prior Learning Assessment: Caught Between Diversity and Standardization

Cited by 13 publications

References 8 publications

Developing Benchmarks For Prior Learning Assessment: An Exploratory Study

Developing Benchmarks For Prior Learning Assessment: An Exploratory Study

Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience

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

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