This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study's purpose was twofold: 1) to explore the extent to which this group used formative assessments…

Calls for a richer perspective in assessing prior experiential learning. Asserts that using Levi Strauss' totemism instead of metaphor (looking for similarity between experience and courses) may restore power, ownership, and centrality of the experience to the candidate for assessment, while allowing evaluators to engage in a novel but authentic…

A rationale for the recognition of prior learning is first based on the fact that learning experientially may be as necessary as learning through theory. One basis for the rationale is that adults in everyday life may have to acquire skills that belong to three domains: psychomotor, cognitive, and affective. Furthermore, the rationale supports the…

Several new developments in educational measurement which contribute to a broadening of assessment options were presented at the conference on Alternative Conceptions of Competence. A common theme synthesizing these alternatives was a view of the complexity of human competence and the inadequacy of the multiple-choice examination as a measure of…

This comprehensive study explores the chronological and geographical expansion of the assessment of adult and experiential learning--known as AP(E)L--around the world. The authors describe and compare initiatives in their own countries and their effectiveness at the levels of government, educational institutions, and employment. They highlight…

Discusses the validity, reliability, and utility of portfolio assessment. Examines the differences between the application of portfolio assessment in the visual arts and traditional subjects. Although generally supportive of portfolio assessment, maintains that widespread acceptance of educational innovation is often difficult and compromised.…

Alternative teaching strategies such as cooperative group work should be followed by cooperative assessment strategies. Teachers of teachers use various teaching models but may fail to also model a similar variety of assessment strategies. When the emphasis is on cooperative learning, especially with an issues-oriented approach, then the…

In the San Jose/Evergreen Community College District (California), course and basic skills prerequisites have been established for all courses. Students with no record of completing these prerequisites cannot enroll unless they have been assessed by a counselor, have had their prerequisites verified in alternate ways, and have been granted…

In the San Jose/Evergreen Community College District, course and basic skills prerequisites have been established for all courses. Students who do not have a record of having completed these prerequisites cannot enroll unless they have been assessed by a counselor, have had their prerequisites verified in alternate ways, and have been granted…

Outlines approaches for student evaluation in service learning projects. Maintains that most service learning project participants' goals fall into three broad areas: civic development, academic achievement, and personal or social development. Assessment in these areas can be accomplished through tabulation of service hours, student journals, and…

In the San Jose/Evergreen Community College District, course and basic skills prerequisites have been established for all courses. Students with no record of completing these prerequisites cannot enroll unless they have been assessed by a counselor, have had their prerequisites verified in alternate ways, and have been granted override status for…

The Cooperative Assessment of Experiential Learning project (CAEL) has developed general principles for assessment of prior experiential learning which can be adapted for local circumstances and individual learning. An overview of the basic principles of good assessment practice, as represented in current CAEL publications, is provided. Procedural…

During the last 5-10 years, a number of countries have introduced methods and systems for identifying, validating, and recognizing prior and nonformal learning that can be viewed as tools for improving the transparency and transfer of skills. In most cases, they have been operational for a comparatively short time, which makes it difficult to…

Principles and guidelines for the use of expert judgment of experiential learning are outlined. The report deals with a number of basic issues that apply to expert judgment, such as the role of the evaluator in defining criteria, and structuring the assessment procedure so that it will be reliable and valid. The importance of establishing…

This guide is designed for college students who are involved in college-sponsored, off campus work experience programs, to help them meaningfully integrate these experiences into their ongoing educational programs. It would also be useful to anyone entering their first working situation. Basic steps which are outlined include selecting and…