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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1689

Title: The quality of procedures to assess and credit prior learning: Implications for design.
Authors: Joosten-ten Brinke, Desirée
Sluijsmans, Dominique
Brand-Gruwel, Saskia
Jochems, Wim
Keywords: Assessment of prior learning
Design for prior learning experiences
Issue Date: 2008
Publisher: Elsevier
Abstract: The ever-changing requirements of working life require individuals to develop their competencies throughout their life cycle. This lifelong learning paradigm requires a renewed vision concerning assessment in which, besides formal learning, informal and non-formal learning experiences are also recognized. To support this lifelong learning paradigm, procedures have been developed worldwide to assess and credit prior learning experiences (APL). While research on APL stresses the importance of a high-quality standard, so far the literature has applied only a psychometric quality framework. However, from the perspective of APL, where, besides prior knowledge and skills, competencies need to be measured, it is more appropriate to use a combination of the psychometric and edumetric quality criteria. This article will analyze and describe the relationship between quality criteria and the characteristics of APL. The results have revealed that quality criteria based on both are fundamental for APL, but that some criteria are more recognized than are others. Based on this analysis, design guidelines for APL have been formulated.
Description: Joosten-ten Brinke, D., Sluijsmans, D. M. A., Brand-Gruwel, S., & Jochems, W. M. G. (2008). The quality of procedures to assess and credit prior learning: Implications for design. Educational Research Review, 3, 51-65. doi:10.1016/j.edurev.2007.08.001.
URI: http://hdl.handle.net/1820/1689
Appears in Collections:1. LC: Publications and Preprints

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