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Knapp, Joan; Gardiner, Marianne – New Directions for Experiential Learning, 1981
Portfolio assessment, designed after the model disseminated originally by the Cooperative Assessment of Experiential Learning (CAEL) project, has become the assessment technique of choice in prior learning programs as well as the foundation for adult degree programs. Innovations and changes in the assessment process are discussed. (Author/MLW)
Descriptors: Certification, College Credits, Educational Planning, Evaluation Methods
Warren, Jonathan – New Directions for Experiential Learning, 1979
Nontraditional study has had to adapt to an inherently antithetical structure of credits and degrees--one based on time serving rather than demonstrated competence. Besides being associated with specified fields of study, credits could better be differentiated by specific areas of intellectual content, type of activity, and level of performance.…
Descriptors: Academic Records, Certification, College Credits, Degrees (Academic)
Hatala, Robert J. – New Directions for Experiential Learning, 1979
The decision to assess nonsponsored experiential learning is seen as a result of the view that a degree should signify competence in a profession as well as time in the classroom and that practical experience may offer the best if not the only way to acquire certain competencies. (MLW)
Descriptors: Adult Education, Adult Students, Certification, College Credits
