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Developing benchmarks for prior learning assessment. Part 2: Practitioners.

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 introduces benchmarks and guidelines for prior learning assessment (PLA). These tools help practitioners and adult learners use assessment theory effectively for personal and professional development through portfolios.

Area of Science:

  • Adult Education
  • Assessment Theory
  • Workforce Development

Background:

  • Prior learning assessment (PLA) is crucial for recognizing adult learners' existing knowledge.
  • Effective PLA requires systematic and theory-based approaches.
  • Existing PLA practices can benefit from standardized benchmarks and guidelines.

Purpose of the Study:

  • To present benchmarks and practitioner guidelines for prior learning assessment (PLA).
  • To guide PLA practitioners and adult learners in applying assessment theory.
  • To support the development of portfolios for personal and professional goals.

Main Methods:

  • The study identified and discussed basic principles for systematic prior learning assessment.
  • Benchmarks for practice were developed based on empirical study.

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  • Practitioner guidelines were formulated from the established benchmarks.

    • Main Results:

    • A set of benchmarks for effective prior learning assessment practice.
    • Clear practitioner guidelines to support the application of assessment theory.
    • A framework for developing portfolios to meet diverse learner needs.

    Conclusions:

    • The developed benchmarks and guidelines enhance the systematic assessment of prior learning.
    • These resources empower adult learners and practitioners to leverage assessment theory.
    • Portfolio development is a key strategy for effective prior learning assessment.