Assessment of Prior Learning in Adult Vocational Education and Training.

Autor/inn/en	Aarkrog, Vibe; Wahlgren, Bjarne
Titel	Assessment of Prior Learning in Adult Vocational Education and Training.
Quelle	In: International journal for research in vocational education and training, 2 (2015) 1, S. 41-58Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.2.1.3
URN	urn:nbn:de:0168-ssoar-429345 urn:nbn:de:0111-pedocs-108026
Schlagwörter	Kompetenz; Bewertung; Erwachsenenbildung; Berufsbildung; Ausbildung; Kompetenz; Qualifikationsanforderung; Ausbildung; Berufsbildung; Qualifikationsanforderung; Qualifikationserwerb; Erwachsenenbildung; Bewertung; Theorie-Praxis-Beziehung
Abstract	The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learing: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students' knowing that and knowing why the assessment is based on a scholastic perception of the students' needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers' assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2015/4