Adult Learning, Currency and Subjectivity in PLA.

Institution	Thomas A. Edison State Coll., Trenton, NJ.; Council for Adult and Experiential Learning, Chicago, IL.
Titel	Adult Learning, Currency and Subjectivity in PLA.
Quelle	(1994), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Learning; Certification; College Credits; Conference Proceedings; Experiential Learning; Nontraditional Students; Objectivity; Prior Learning; Student Evaluation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Abschlusszeugnis; Zertifizierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Schulnote; Studentische Bewertung
Abstract	This inaugural issue of the Journal of the National Institute on the Assessment of Experiential Learning begins with the article, "Semantic and Conceptual Ambiguities in Prior Learning Assessment" (Richard J. Hamilton). It is the basis for a session presented at the National Institute on the Assessment of Experiential Learning in June 1994. The article discusses issues important to both practitioners and theoreticians in the field of adult learning and its assessment, including the experiential learning movement, the relationship between experience and learning, arguments against the awarding of college credit for learning acquired off campus, and the strengths of prior learning assessment. The other two pieces are edited discussions that took place in the form of an electronic conference at the 1994 National Institute. "Currency in Prior Learning Assessment," edited by Rebecca C. Hull, considers how current a student's knowledge should be in the assessment of prior learning. "Subjectivity in Prior Learning Assessment," edited by Debra A. Dagavarian, provides responses to the issue of subjectivity and "checks and balances" that can be built into a prior learning assessment program to ensure objectivity. The first paper contains an 11-item bibliography. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC