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Developing benchmarks for prior learning assessment. Part 1: Research.

M Day1

  • 1Department of Acute and Critical Care, University of Sheffield. M.R.Day@sheffield.ac.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|September 10, 2002
PubMed
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This study developed national benchmarks for prior learning assessment and recognition (PLAR) practitioners in Canada. Findings highlight the varied uses of PLAR and emphasize practitioner confidence in assessment and preparation roles.

Area of Science:

  • Adult education
  • Professional development
  • Human resource development

Background:

  • Prior Learning Assessment and Recognition (PLAR) is utilized across diverse Canadian sectors.
  • PLAR supports individual growth, professional preparation, and academic credit.
  • The need for standardized national benchmarks in PLAR practice was identified.

Purpose of the Study:

  • To establish national benchmarks for Prior Learning Assessment and Recognition (PLAR) practitioners in Canada.
  • To develop a guide for implementing these national benchmarks.
  • To explore the feasibility of a system for confirming PLAR practitioner competence.

Main Methods:

  • A qualitative research strategy was employed.
  • Benchmarking surveys and focus groups were the primary data collection tools.

Related Experiment Videos

  • A purposive sample of 91 PLAR practitioners participated.

    • Main Results:

    • PLAR in Canada serves multiple functions, including personal growth, professional development, and academic recognition.
    • Focus group findings were analyzed using a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis.
    • Practitioner consensus on benchmark development was sought.

    Conclusions:

    • Key roles of PLAR practitioners include preparing individuals for assessment and conducting assessments.
    • Practitioners should be aware of potential conflicts in combined roles.
    • Encouraging practitioner confidence in both assessment and preparation functions is recommended.