Literaturnachweis - Detailanzeige
| Autor/inn/en | Sherron, Todd; Cherrstrom, Catherine A.; Boden, Carrie; Wilson, Lindsey |
|---|---|
| Titel | Block Credit Prior Learning Assessment Theory to Practice |
| Quelle | In: Measurement: Interdisciplinary Research and Perspectives, 19 (2021) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Sherron, Todd) ORCID (Cherrstrom, Catherine A.) ORCID (Boden, Carrie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1536-6367 |
| DOI | 10.1080/15366367.2020.1832812 |
| Schlagwörter | Prior Learning; Student Evaluation; Adult Students; College Credits; Undergraduate Students; Portfolio Assessment; Interrater Reliability; Factor Analysis; Weighted Scores |
| Abstract | An increasing number of universities have implemented prior learning assessment (PLA), but little research has examined the non-course matching approach referred to as block credit PLA. Adult learners pursuing a college degree often bring professional competencies, knowledge, and skills to the classroom. PLA enables adult learners to earn college credit hours based on prior college-level learning gained outside the traditional classroom. This study operationalized Block Credit Prior Learning Assessment to award college credit hours for adults enrolled in a college completion program. Participants were comprised of 280 undergraduate students who submitted a PLA portfolio for evaluation by trained raters. Research methods included computing Cronbach's alpha for inter-rater reliability and conducting principal component analysis to weight four internal variables for computing a score. Results indicated a weighted score from internal variables combined with external variable scores aligned with college credit hours. This study relates PLA theory to practice in implementing Block Credit Prior Learning Assessment. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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