The State of Prior Learning Assessment in Graduate Education in the United States

Autor/inn/en	Morris, Pamela D.; Rust, Dianna Z.
Titel	The State of Prior Learning Assessment in Graduate Education in the United States
Quelle	In: Journal of Continuing Higher Education, 68 (2020) 1, S.54-67 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2020.1712625
Schlagwörter	Prior Learning; Graduate Study; Graduate Students; College Credits; Nontraditional Students; Educational Assessment; Evaluation Methods; Accreditation (Institutions); Educational Policy + Suchen Sie Ihr Suchwort? Vorkenntnisse; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Education; assessment; Bewertungssystem; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Politics of education; Bildungspolitik
Abstract	Prior Learning Assessment (PLA) has been available at the undergraduate level for decades. This article provides information to encourage institutions to consider implementing graduate-level PLA. It provides an analysis of the increasing demand for graduate education in the U.S. and shows the growing number of non-traditional graduate students who could potentially benefit from graduate-level PLA. It also focuses on graduate-level PLA that has been adopted at some public, private, and for-profit institutions who follow the policies or guidelines established for PLA credit at their regional accrediting bodies. The need for graduate level PLA is evident, and though many schools have started offering graduate level PLA it is still not common in universities across the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01