In Support of Prior Learning Assessment and Outcomes Assessment of Prior Learning Assessment Programs. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 12-15, 1993).

Dagavarian, Debra A., Ed.

ArtículoDescarga libreInglés

In Support of Prior Learning Assessment and Outcomes Assessment of Prior Learning Assessment Programs. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 12-15, 1993).

Dagavarian, Debra A., Ed.

Año: 1993
Licencia: Licencia no declarada

Resumen ADIPA

Elaborado con IA a partir del resumen de los autores

Memoria de las memorias de acta de la Conferencia Nacional sobre Evaluación del Aprendizaje Experiencial (Princeton, Nueva Jersey, junio de 1993) que compila dos trabajos sobre la evaluación del aprendizaje previo en educación superior. El primer artículo, "In Support of Prior Learning Assessment" de Rebecca C. Hull, examina argumentos de oposición a la aceptación de la evaluación del aprendizaje previo y propone contraargumentos para rebatirlos. El segundo, "Outcomes Assessment of Prior Learning Assessment Programs" de Debra A. Dagavarian y William M. Walters, identifica objetivos programáticos y describe resultados esperados organizados para tres grupos: estudiantes (investigar estructuras de aprendizaje universitario, establecer objetivos educativos, ganancia de autoestima, certificación de preparación para educación superior y aceleración de titulación); docentes (mejora de interacción disciplinaria, perspectiva ampliada, conciencia interdisciplinaria, autoestima profesional y comunicación diferenciada); e instituciones (mejorar imagen, demostrar flexibilidad, crear cultura de autoevaluación, atraer estudiantes adultos diversos y diversificar claustro).

Puntos clave

La evaluación del aprendizaje previo busca legitimar experiencias educativas no formales como crédito académico en educación superior.
Para estudiantes adultos, la evaluación del aprendizaje previo facilita investigación de aprendizaje universitario, fijación de objetivos educativos y aceleración de obtención del título.
Los docentes que participan en evaluación del aprendizaje previo desarrollan perspectiva ampliada sobre su disciplina y conciencia interdisciplinaria mediante comunicación diferenciada con estudiantes adultos.
Para instituciones de educación superior, programas de evaluación del aprendizaje previo comunican flexibilidad y compromiso con poblaciones adultas, mejorando imagen y atrayendo estudiantes y docentes diversos.

Para quién: Administradores de educación superior, docentes universitarios y educadores de adultos interesados en implementar o fortalecer programas de evaluación del aprendizaje previo y reconocimiento de aprendizaje experiencial.

Resumen de los autores

This publication contains two papers from the 1993 National Institute on the Assessment of Experiential Learning. "In Support of Prior Learning Assessment" (Rebecca C. Hull) highlights arguments in opposition to the acceptance of prior learning assessment and the responses that might best counter these arguments. "Outcomes Assessment of Prior Learning Assessment Programs" (Debra A. Dagavarian, William M. Walters) identifies program objectives useful to all prior learning assessment programs and lists five generic, desired outcomes for each of three constituencies. Desired outcomes for students are as follows: to give them the forum to investigate the structure of college-level learning; to engage them in setting educational objectives; to enable them to gain a new sense of self; to ensure prior learning assessment certifies readiness to move on to further education; and to ensure prior learning assessment expedites attainment of a college degree. Desired outcomes for faculty are as follows: to enhance faculty's typical mode of interaction with a subject area; to broaden faculty's perspective on the subject matter; to encourage cross disciplinary awareness; to heighten faculty's sense of professional self-esteem; and to provide faculty with the opportunity for a qualitatively different type of communication with students. Desired outcomes for the institution are as follows: to enhance institutional image as caring and committed; to demonstrate flexibility and responsiveness to adult students; to create a culture of self-examination; to attract greater numbers and diversity of adult students; and to attract a greater diversity of faculty. (YLB)

Áreas y palabras clave

Educación y psicopedagogía Adult Education Adult Learning Certification College Credits Conference Proceedings Educational Objectives Experiential Learning Nontraditional Students Outcomes of Education Prior Learning Student Evaluation

Cómo citar (APA 7)

Dagavarian, D. A. (1993). In Support of Prior Learning Assessment and Outcomes Assessment of Prior Learning Assessment Programs. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 12-15, 1993).. https://eric.ed.gov/?id=ED387613

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In Support of Prior Learning Assessment and Outcomes Assessment of Prior Learning Assessment Programs. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 12-15, 1993).

Resumen ADIPA

Puntos clave

Resumen de los autores

Áreas y palabras clave

Cómo citar (APA 7)

In Support of Prior Learning Assessment and Outcomes Assessment of Prior Learning Assessment Programs. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 12-15, 1993).

Resumen ADIPA

Puntos clave

Resumen de los autores

Áreas y palabras clave

Cómo citar (APA 7)

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