Assessment of prior learning in adult vocational education and training

The article deals with the results of a study of school-based assessment of prior learning of adults who have enrolled as students in a [vocational education and training] VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes [and] child care assistants, the article discusses two issues in relation to assessment of prior learning: the encounter of practical experience and school-based knowledge; and the validity and reliability of the assessment procedures....  [+] Show more

The article deals with the results of a study of school-based assessment of prior learning of adults who have enrolled as students in a [vocational education and training] VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes [and] child care assistants, the article discusses two issues in relation to assessment of prior learning: the encounter of practical experience and school-based knowledge; and the validity and reliability of the assessment procedures. Through focusing on the students knowing what and knowing why, the assessment is based on a scholastic perception of the students' needs for training, the article reflects on one of the most important challenges in assessment of prior learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several assessment of prior learning methods and comparing the teachers' assessments, the teachers respond to the issues of validity and reliability. However validity and reliability might be even further strengthened if: the competencies are well defined; the education system is aware of securing a reasonable balance between knowing how, knowing what, and knowing why; and if the teachers are adequately trained for the assessment procedures.

Published abstract.