Transformative learning (TL) goals are becoming commonplace in higher education, continuing education, and other adult learning contexts; however, valid and reliable assessments of TL are not so common. This imbalance begs the development of assessment methods that allow for a deeper understanding of how, when, and why deep reshaping of self takes…

Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists…

Assessment of Prior Learning (APL) refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In the first section of this paper, APL and current conceptions of validity in assessments and its evaluation are presented. It is argued that participants in the assessment are an important source of…

The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning…

This publication is the outcome of the international conference organized by UNESCO Institute for Lifelong Learning (UIL), in collaboration with the Centre for Validation of Prior Learning at Inholland University of Applied Sciences, the Netherlands, and in partnership with the French National Commission for UNESCO that was held in Hamburg in…

Quantitative literacy has been recognized as an important skill in the higher education and workforce communities, focusing on problem solving, reasoning, and real-world application. As a result, there is a need by various stakeholders in higher education and workforce communities to evaluate whether college students receive sufficient training on…

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…