Literaturnachweis - Detailanzeige
| Autor/inn/en | Klein-Collins, Rebecca; Hudson, Sean |
|---|---|
| Institution | Council for Adult and Experiential Learning |
| Titel | Do Methods Matter? PLA, Portfolio Assessment, and the Road to Completion and Persistence. A Study of Prior Learning Assessment and Adult Students' Academic Outcomes at Four LearningCounts Partner Colleges |
| Quelle | (2018), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Prior Learning; Recognition (Achievement); Student Evaluation; Adult Students; Portfolio Assessment; Outcomes of Education; Academic Persistence; Graduation; College Students |
| Abstract | The Council for Adult and Experiential Learning (CAEL) has conducted several studies on the relationship between prior learning assessment (PLA) and adult student outcomes. Do Methods Matter? PLA, Portfolio Assessment, and the Road to Completion and Persistence presents the findings from a study that examines the relationship between PLA and student outcomes, while also exploring whether students might have different outcomes depending upon the specific method of PLA that they are using. To understand whether PLA is associated with better student outcomes, we analyzed data on degree completion and persistence+ (i.e., students who completed a degree or were still enrolled). (As Provided). |
| Anmerkungen | Council for Adult and Experiential Learning. 55 East Monroe Street Suite 1930, Chicago, IL 60603. Tel: 312-499-2600; Fax: 312-499-2601; e-mail: cael@cael.org; Web site: http://www.cael.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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