Assessment of Prior Learning: A Common Sense Approach for ABE and ESOL.

Autor/in	Chanda, Noyona
Institution	Adult Literacy and Basic Skills Unit, London (England).
Titel	Assessment of Prior Learning: A Common Sense Approach for ABE and ESOL.
Quelle	(1990), (7 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Access to Education; Adult Basic Education; College Credits; English (Second Language); Experiential Learning; Foreign Countries; Nontraditional Students; Prior Learning; Student Placement; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; English as second language; English; Second Language; Englisch als Zweitsprache; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Vorkenntnisse; Schülerpraktikum
Abstract	This document makes the case for assessing prior learning and offers practical advice on how to do it within British English for Speakers of Other Languages (ESOL) and adult basic education (ABE) programs. Following an introduction, it is explained that a person's prior learning is obtained through prior study or life experiences. The next section explains why one would want to assess prior learning (to foster self-awareness, claim educational credit, plan a career, determine the level of entry in ABE or ESOL programs, or integrate experiential and academic learning). The next section lists characteristics of assessing prior learning and of initial assessment (identifies level of skill, highlights gaps in knowledge, establishes a starting point from the tutor's point of view, indicates content and methodology to students, takes note of what students can and cannot do, and categorizes students according to their performance on the spot). Four stages of assessment are listed: identifying the purpose of assessment; identifying learning experiences relevant to that purpose; analyzing these experiences in terms of knowledge, skills, and learning strategies; and demonstrating relevance. Examples include a student's guide to prior assessment and an illustration of how a teacher can help a student work with an English translation of his or her life story to identify prior learning. Four references are provided. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC