From prior learning assessment to specialised pedagogy: facilitating student transition through RPL assessment and selection

2021 ◽  
pp. 1-16
Author(s):  
Aimee Brenner ◽  
Suki Goodman ◽  
Alison Meadows ◽  
Linda Cooper
Keyword(s):  
Learning Assessment ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
Student Transition

Support and Recognition for Workplace Learning

1991 ◽  
Vol 5 (4) ◽  
pp. 201-208
Author(s):  
Lois Lamdin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workplace Learning ◽  
Growth And Development ◽  
Learning Assessment ◽  
Development Programs ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
The Usa

In this article, Lois Lamdin reviews current perceptions of ‘employability’ in the USA, the kind and extent of training sponsored by industry, and the difficulties perceived by industry in interacting with higher education in relation to training. She stresses the importance of recognizing the workplace as learning place, discusses the development and benefits of prior learning assessment, and sets out the importance of establishing a national credentialling system for the workforce, taking into account the variety of academic and non-academic ways learning is achieved. Finally, she describes the existing work of the Employee Growth and Development Programs of the Council for Adult and Experiential Learning, which demonstrate how business, unions, government, and higher education can work together to help respond to the crucial challenge of training and retraining a national workforce.

How Prior Learning Assessment Fits Into Today's Education Landscape

2018 ◽  
pp. 54-65
Author(s):  
Susan Huggins
Keyword(s):  
Formal Education ◽  
Military Training ◽  
Independent Study ◽  
Assessment Process ◽  
Learning Assessment ◽  
Digital Learning ◽  
College Level ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
American Council On Education

As defined by the American Council on Education (ACE), prior learning is learning gained outside the college classroom in a variety of settings and through formal and non-formal means, including workplace training, military training and service, independent study, professional certifications, civic activities, or volunteer service. These learning experiences may be equivalent to college-level skills and knowledge and warrant academic credit. Although this definition was coined many years ago, the definition and purpose of prior learning assessment are more pertinent given the changing educational landscape. Today, the proliferation of online and digital learning has opened endless opportunities for learners. With a few clicks on any device, learners can find an immediate solution to their knowledge gap. This increased learning that is occurring outside the walls of formal education increases the need on the assessment process; hence, the growing emphasis on prior learning assessment.

scholarly journals The development of an online instrument for prior learning assessment and recognition of internationally educated nurses: A pilot study

2011 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Elaine Elizabeth Santa Mina ◽  
Carol Eifert ◽  
Martha Ireland ◽  
Carol Fine ◽  
Gail Wilson ◽  
...  
Keyword(s):  
Mixed Method ◽  
Wide Spectrum ◽  
Objective Assessment ◽  
Learning Assessment ◽  
Internationally Educated Nurses ◽  
Prior Learning ◽  
Self Assessment ◽  
Prior Learning Assessment ◽  
Two Stages ◽  
Method Approach

A fully online prior learning assessment and recognition (PLAR) tool for internationally educated nurses (IENs) was developed and tested by an inter-professional team at Ryerson University. The tool consisted of two stages: a self-assessment component followed by a multiple-choice examination and narrative (vignette) evaluation. The purposes of the study were to describe the demographic profile of the IEN registered nurse (RN), to develop the benchmark responses that demonstrate competency at the entry-to-practice level of the typical IEN RN, and to describe the experience of completing an online PLAR tool. A mixed-method approach was used. Findings demonstrated that IEN RNs who immigrate to Ontario, Canada, are of various ages and come from a wide spectrum of countries. The PLAR process holds promise for an objective assessment of IEN’s eligibility to write the Canadian Registered Nurses Examination (CRNE) and to meet a global need. Further testing of the tool across a broader sample is required.

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