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Council for Adult and Experiential Learning (NJ1), 2010
Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom, including employment, military training/service, travel,…
Descriptors: Foreign Countries, Time to Degree, School Surveys, Educational Policy
Klein-Collins, Rebecca – Council for Adult and Experiential Learning (NJ1), 2010
Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom (or from non-college instructional programs), including…
Descriptors: Foreign Countries, Graduation Rate, Academic Achievement, Military Training
Cheng, Liying; Rogers, W. Todd; Wang, Xiaoying – Assessment & Evaluation in Higher Education, 2008
University instructors' classroom assessments play a central role in and inevitably influence their teaching and their students' learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were…
Descriptors: Student Evaluation, Foreign Countries, Evaluation Methods, Teaching Methods
Conrad, Dianne – Quarterly Review of Distance Education, 2008
It is important for academic credibility that the process of prior learning assessment and recognition (PLAR) keeps learning and knowledge as its foundational tenets. Doing so ensures PLAR's recognition as a fertile ground for learners' cognitive and personal growth. In many postsecondary venues, PLAR is often misunderstood and confused with…
Descriptors: Portfolios (Background Materials), Portfolio Assessment, Prior Learning, Credibility
Alberta Advanced Education and Technology, 2008
People learn in many different ways and in many different places. What is learned informally or experientially is often the same or similar to what may be learned in traditional formal learning environments. There are many reasons why recognizing experiential learning is viable educational option, more so in today's economy than ever before. Prior…
Descriptors: Informal Education, Adult Education, Prior Learning, Experiential Learning
Saskatchewan Inst. of Applied Science and Technology, Saskatoon. – 2000
This guide describes the Saskatchewan Institute of Applied Science and Technology's (SIAST's) (Canada) Prior Learning Assessment and Recognition (PLAR) program. PLAR is an evaluation through a valid and reliable process of the knowledge and skills a student has learned through previous education, training, or experience, to determine the…
Descriptors: Alternative Assessment, College Credits, Community Colleges, Educational Assessment
Koenig, Chelene; Wolfson, Gloria – 1994
This manual provides an overview of the concepts and issues involved in the assessment of prior learning in the context of the increasing numbers of older, nontraditional students returning to higher education. Section 1 gives background information about prior learning assessment (PLA) and defines PLA as assessment by some valid and reliable…
Descriptors: College Faculty, College Role, College Students, Evaluation Methods
Sansregret, Marthe – 1986
In view of the importance of recognizing and documenting the prior learning of adult students returning to higher education, a project was undertaken to research, construct a system, and write materials for use in assessing the experiential learning acquired by students seeking access to higher education. An extensive research effort was…
Descriptors: Access to Education, Adult Students, Educational Practices, Educational Trends
Sansregret, Marthe; Ekstrom, Ruth B. – 1984
Women who seek further education and the formal credentials it provides often have acquired valuable knowledge and work experience while performing various unpaid work in their homes and communities. Awarding college credit and recognition for women's nonpaid work is a measure of social justice and equity. The three major ways to evaluate and…
Descriptors: College Credits, Educational Practices, Evaluation Criteria, Evaluation Methods
Advocates for Community-Based Training and Education for Women, Toronto (Ontario). – 1998
This Skills and Knowledge Profile is designed to help adults identify the wide range of skills and experience they have and give themselves credit for what they have learned outside school. It can be used for training and education programs, education proposals, and for self-assessment. Using checklists, short-answer formats, and line drawings,…
Descriptors: Access to Education, Adult Basic Education, Adult Students, Adults
Morais, Anne – 2001
The Skills and Knowledge Profile (SKP) is a tool developed in Canada to document learning styles and strategies of adult learners. The instrument was developed as a systematic approach to capturing the learning styles of unemployed and employed adults across sectors. It is made up of these six sections: (1) Learning Access and Personal…
Descriptors: Adult Basic Education, Adult Learning, Adult Students, Cognitive Style
Goldberg, Michelle P.; Corson, David – 1999
The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of…
Descriptors: Bilingualism, Boards of Education, Canada Natives, Colleges