Recognizing Prior Learning Assessment Best Practices for Evaluators: An Experiential Learning Approach

2010 ◽  
Vol 58 (2) ◽  
pp. 113-120 ◽  
Author(s):  
Theresa Hoffmann ◽  
Kevin A. Michel
Keyword(s):  
Experiential Learning ◽  
Best Practices ◽  
Learning Assessment ◽  
Learning Approach ◽  
Prior Learning ◽  
Prior Learning Assessment

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.

scholarly journals Creating a positive prior learning assessment (PLA) experience: A step-by-step look at university PLA

2011 ◽  
Vol 12 (1) ◽  
pp. 61 ◽  
Author(s):  
Sara M. Leiste ◽  
Kathryn Jensen
Keyword(s):  
Adult Learners ◽  
Best Practices ◽  
Learning Assessment ◽  
Online Resources ◽  
Positive Experience ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
Arcs Model ◽  
Answering Questions ◽  
Available Resources

A prior learning assessment (PLA) can be an intimidating process for adult learners. Capella University’s PLA team has developed best practices, resources, and tools to foster a positive experience and to remove barriers in PLA and uses three criteria to determine how to best administer the assessment. First, a PLA must be motivating, as described by the ARCS model. Second, it must enable success. Finally, it must use available resources efficiently. The tools and resources developed according to these criteria fall into two categories: staff and online resources. PLA programs can use both to ensure that all departments provide consistent communication to learners about the PLA process, which will foster a positive experience. The PLA online lab houses centralized resources and offers one-on-one interaction with a facilitator to assist learners step-by-step in the development of their petitions. Each unit contains resources, examples, and optional assignments that help learners to develop specific aspects of the petition. By following the examples and recommendations, learners are able to submit polished petitions after they complete the units. The lab facilitator supports learners throughout the units by answering questions and providing recommendations. When learners submit their petitions, the facilitator reviews it entirely and provides feedback to strengthen the final submission that goes to a faculty reviewer. All of these individuals and tools work together to help create a positive experience for learners who submit a PLA petition. This article shares these resources with the goal of strengthening PLA as a field.

Enhancing Educational Attainment Through Prior Learning Assessment

2021 ◽  
pp. 137-148
Author(s):  
Matt Bergman ◽  
Vin Favoroso
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Educational Attainment ◽  
Higher Education Policy ◽  
Innovative Approach ◽  
Learning Assessment ◽  
College Level ◽  
Prior Learning ◽  
Policy And Practice ◽  
Prior Learning Assessment

Prior learning assessment (PLA) is a path to greater educational attainment for adult learners re-entering higher education. This innovative approach provides academic credit for college-level and credit-worthy learning that happened outside the confines of the college walls. The growth in adoption of PLA at many institutions is in concert with the need for more of America's workforce to earn more postsecondary credentials. This chapter explores the nature of PLA and its evolution into the mainstream of higher education policy and practice. The authors examine two institutions' relevant and rigorous approaches to validating learning via PLA. The authors believe that credit for prior learning will become more standardized with time and awareness of this innovative approach to acknowledging experiential learning external to the academic setting.

Use of Experiential Learning in Higher Education Today

2021 ◽  
pp. 59-67
Author(s):  
Julie Alexander ◽  
Phillip Giarraffa
Keyword(s):  
Experiential Learning ◽  
Business Processes ◽  
Career Pathways ◽  
Learning Assessment ◽  
Degree Programs ◽  
Academic Goals ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
Institutional Infrastructure ◽  
Education Today

One critical avenue for supporting experiential learning and learners is the award of credit through prior learning assessment and use of career pathways that are unique and individual to meet student needs and academic goals. Institutions must build on in-place practices and policies to enhance institutional infrastructure for translating non-credit coursework to certificate and degree programs, streamline internal business processes, and increase capacity through scaling to serve larger numbers of students in an effort to impact retention and completion.

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