Recognition of Prior Learning of English: Test or Assess?

Autor/inn/en	Pilkinton-Pihko, Diane; Suviniitty, Jaana; Kauppinen, Tomi
Titel	Recognition of Prior Learning of English: Test or Assess?
Quelle	In: Language Learning in Higher Education, 9 (2019) 2, S.241-262 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pilkinton-Pihko, Diane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2019-0015
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Prior Learning; Educational Policy; Networks; Student Evaluation; Independent Study; Leisure Time; Work Experience; Data Analysis; Visualization; Language Tests; Student Centered Learning; Curriculum Development; Foreign Countries; Portfolio Assessment; Higher Education; English for Academic Purposes; Informal Education; Undergraduate Students; Work Environment; Finland + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Vorkenntnisse; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Selbststudium; Freizeit; Employment experience; Job experience; Occupational experience; Berufserfahrung; Auswertung; Visualisation; Visualisierung; Language test; Sprachtest; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Portfoliobeurteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Arbeitsmilieu; Finnland
Abstract	Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language Centre investigates the networked nature of prior learning among RPL seekers as a means to inform the RPL of English assessment. To examine this, we gathered anonymous data on the type and range of prior learning among 273 students seeking RPL of English. This preliminary study showed three elementary prior learning types: work experience, self-study and leisure activities -- which primarily involved using English as a lingua franca. To discover and visualise frequently co-occurring activities, we employed data mining. The analysis revealed the networked nature of prior learning of English. Moreover, the common working-life tasks that emerged from the data differ greatly from those in the RPL of English test. The difference implies that a learner-centred assessment, such as a portfolio, would be a better alternative for RPL than formal testing. It also implies that the English curriculum needs to be updated to align it better with industry needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01