Reviews the literature on debriefing and identifies the essential elements and phases of the debriefing process. A model for systematic assessment of debriefing is presented which consists of five sets of questions that focus on learning objectives, situational constraints, the debriefing strategy, implementation of the strategy, and the…

As a result of the Experiential Education Evaluation Project the publication identifies instruments used to measure and assess experiential learning programs. The following information is given for each instrument: rationale for its inclusion in the study; precise issues or outcomes designed to measure, validity and reliability data; and…

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…

This is one of a set of five handbooks compiled by the Northwest Regional Educational Laboratory which describes the processes for planning and operating a total Experience-Based Career Education (EBCE) program. Processes and material are those developed by the original EBCE model--Community Experiences in Career Education or (CE)2. The area of…

Types of assessment, five assessment techniques, and issues related to assessing experiential learning in career education are discussed. The following six points should be considered before an assessment program begins: (1) assumptions; (2) goals; (3) outcomes; (4) learning environment; (5) role of assessors; and (6) focus. Two basic types of…

Five models of program evaluation--needs assessment, feasibility study, process evaluation, outcome evaluation, and cost analysis--are described, and how they differ from research is explained. Six groups of stakeholders are identified, reasons for doing evaluations are discussed, qualitative and quantitative methods are described, five stages of…

The composite-portfolio approach, combining all major systems of assessing prior learning of adults for degree credits, is described as exemplified by methods of Empire State College of the State University of New York. Illustrations include evaluation statements, outline of an actual degree program, and an evaluation policy statement. (MSC)

Demonstrates how case study evaluation concentrates on a single situation to present a holistic view of an experiential learning program and reveals unique and unanticipated features. Outlines steps of planning, gathering, analyzing, synthesizing, and reporting data and considers the advantages and disadvantages of the case study approach. (LFL)

After briefly describing the Community Experiences for Career Education project, this paper discusses 11 evaluation strategies used with the project, assesses the strengths and limitations of each, shows some relationships among them, discusses ways of communicating evaluation findings, and suggests selection criteria to others planning multiple…

Periodic assessment of cooperative education programs is shown to provide a sound information basis for future program directions. A comorehensive evaluation model is described that focuses on what is done, how it is done, and why it is important. Specific goals are outlined. (Author/LBH)

The ways that Wisconsin colleges, technical institutes and high schools award credit for learning acquired through work experience are described. This guide was written after a statewide study of the policies and procedures of both postsecondary and secondary schools. Data were gathered in interviews with nearly every postsecondary school in…

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…

This document is the first volume in a set of five Career Education Measurement Handbooks intended to help local education personnel in measurement and evaluation. Divided into eight chapters, this handbook provides practical guidelines for assessing experiential learning and includes historical and theoretical information relevant to experiential…

It is suggested that student learning through cooperative education programs should be evaluated in terms of stated objectives, and that it should be the basis for awarding degree credit. Purposes of, responsibility for, time of, and means of evaluation are discussed. (Author/LBH)

Five contributors identify essential means for the college to assure high standards, quality control, and consistency in assessing the prior learning of adults. Types of learning include work or military experience and life experience; assessment methods include examination, portfolio examination, and competence-based programs. (Author/MSE)