Examination as the Method in the Recognition of Prior Language Learning

Autor/in	Tuomainen, Satu
Titel	Examination as the Method in the Recognition of Prior Language Learning
Quelle	In: International Journal of Lifelong Education, 37 (2018) 6, S.676-688 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuomainen, Satu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2018.1518346
Schlagwörter	Prior Learning; Informal Education; Lifelong Learning; College Students; Student Attitudes; English for Academic Purposes; Language Tests; Business Administration Education; Economics Education; Foreign Countries; Portfolios (Background Materials); Second Language Learning; Second Language Instruction; Evaluation Methods; Finland + Suchen Sie Ihr Suchwort? Vorkenntnisse; Informelle Bildung; Nichtformale Bildung; Life-long learning; Lebenslanges Lernen; Collegestudent; Schülerverhalten; Language test; Sprachtest; Wirtschaftskunde; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Finnland
Abstract	Recognition of prior learning (RPL) is a principle in education to acknowledge and validate learning acquired during and throughout an individual's lifetime. Formal, non-formal and informal learning can be assessed, recognised and accredited for various purposes in an individual's education or professional life. The methods of assessing prior learning vary across educational levels but examinations and portfolios are the most common methods in European higher education. This study investigated how Finnish university students perceived and RPL examination as the method of recognising their non-formal and informal learning of English for academic purposes. During a three-year period data were collected with a questionnaire and interview from RPL participants studying Business and Economics, and with an electronic survey with non-participant students from the same degree programme. The findings indicate that Finnish university students in both groups preferred the examination as the RPL method for non-formal and informal learning of academic English, and some RPL participants were critical of the option of a portfolio for the assessment of prior language learning. This can be seen to emphasise the use of similar assessment methods in both the RPL assessment and the equivalent formal learning instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01