Paradoxes of assessing prior learning
2006 (English)In: NERA Congress,2006, 2006Conference paper (Other academic)
This paper discusses nine paradoxes of assessing prior learning. The assessment, validation, accreditation or recognition (different concepts are used in different contexts) of prior learning or -real competence- has become a focus area in adult education/learning practice as well as policy, in Sweden and in other countries. But, there are paradoxes in the idea and practice of assessing prior learning. The paper is based on theories, on prior research about assessment of prior learning, and on results from more recent empirical research. For example the focus of the assessment is said to be prior learning, but still a main issue in practice is the new learning that seems to be a more or less inevitable result of assessing prior learning. Another paradox is that assessing prior informal/non-formal learning means that the learning backgrounds of individuals are divergent experiences - but the assessment is often made in a convergent way based on common criteria, to make comparisons between individuals possible. A third example is that assessing prior learning is a matter of individual assessment, even if the prior learning is a result of a collective and probably informal learning process where the individual results are related to a specific context.
Place, publisher, year, edition, pages
assessment, recognition of prior learning, validation, validering, paradoxes
IdentifiersURN: urn:nbn:se:liu:diva-33076Local ID: 19044OAI: oai:DiVA.org:liu-33076DiVA: diva2:253899