Article 2007

Analysis and evaluation of factors relating to accrediting 100% of prior experiential learning in UK work-based awards

CC
Chisholm, Colin U.
 DM
Davis, Margaret
Assessment and Evaluation in Higher Education
Journal · Vol. 32 · Issue 1 · pp. 45-59
Abstract

This theoretical paper examines current practice in work-based studies where recognition of prior unaccredited work is normally limited to around 50% of the total programme. The basis of this limiting concept is challenged and consideration is given to a number of factors that have contributed to it. Comparison is made with the current practice of awarding Ph.D.s by previously published work and a model is proposed to facilitate the creation of a postgraduate work-based award completely by previously completed practice in the workplace. A number of key points are examined in relation to evaluating the model and to illuminating assessment and measurement of the previous work for 100% recognition within a work-based programme. © 2007 Taylor & Francis.

Keywords

Author Keywords

Not provided

Index Keywords

Author Affiliations
Glasgow Caledonian University, Glasgow, Scotland, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Ames, Carole, Classrooms: Goals, Structures, and Student Motivation, Journal of Educational Psychology, 84, 3, pp. 261-271, (1992)
2 undefined, (2011)
3 Making Learning Visible Identification Assessment and Recognition of Non Formal Learning in Europe, (2000)
4 Transformation of Learning in Education and Training Key Qualifications Revisited, (2002)
5 Black, Paul J., Inside the Black Box Raising Standards Through Classroom Assessment, Phi Delta Kappan, 80, 2, pp. 139-148, (1998)
6 Enhancing Learning Through Self Assessment, (1995)
7 Boud, David J., Sustainable assessment: Rethinking assessment for the learning society, Studies in Continuing Education, 22, 2, pp. 151-167, (2000)
8 Work Based Learning A New Higher Education, (2001)
9 Working Knowledge the New Vocationalism and Higher Education, (2000)
10 University of Learning Beyond Quality and Competence in Higher Education, (1998)
Quick Actions
Full Text via DOI
Citation Metrics
12
Times Cited (Scopus)
References 10
Document Identifiers