Recognising and Validating Outcomes of Non-Accredited Learning: A Practical Approach.

Sonst. Personen	Greenwood, Maggie (Hrsg.); Hayes, Amanda (Hrsg.); Turner, Cheryl (Hrsg.); Vorhaus, John (Hrsg.)
Institution	Learning and Skills Development Agency, London (England).
Titel	Recognising and Validating Outcomes of Non-Accredited Learning: A Practical Approach.
Quelle	(2001), (132 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Education; Adult Educators; Case Studies; Definitions; Educational Objectives; Evaluation Criteria; Evaluation Methods; Foreign Countries; Formative Evaluation; Guidelines; Models; Nonformal Education; Postsecondary Education; Program Evaluation; Program Validation; Questionnaires; Recognition (Achievement); Recordkeeping; Records (Forms); Self Evaluation (Individuals); Student Attitudes; Student Certification; Student Evaluation; Teacher Researchers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Begriffsbestimmung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Richtlinien; Analogiemodell; Non-formal education; Non formal education; Nichtformale Bildung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Fragebogen; Soziale Anerkennung; Leistungsnachweis; Formularsammlung; Schülerverhalten; Schulzeugnis; Schulnote; Studentische Bewertung; Lehrerforschung
Abstract	A group of adult educators in England conducted seven case studies to identify strategies for recognizing adult students' learning progress in nonaccredited programs. The case studies identified the following elements of good practice in the process of recording and validating achievement: (1) initial identification of learning objectives; (2) initial assessment of learners; (3) negotiation of learning objectives with learners; (4) learning self-assessment; (5) ongoing formative assessment; (6) progression advice and guidance; (7) a record of achievement; (8) moderation of assessment; and (9) celebration of achievement. A framework for good practice was identified, along with key issues and areas for further research and development. (This document begins with an overview of the project. Presented next are the following case studies and papers: "The City Literary Institute," by Jan Grant and Wendy Moss; "Kensington and Chelsea College Partnership: The Learning Postcard Project," by Amanda Hayes; "The Mary Ward Centre," by Olga Janssen; "Park Lane College, Leeds: The Stepping Out Programme," by Philippa Lester and Phill Hopkins; "Wigan and Leigh College," by Bernadette George; "The Workers Educational Association," by Philippa Langton; "Birmingham City Council," by Jenny Kirk; "Recognizing and Validating Nonaccredited Achievement: The Learner's Perspective," by Cheryl Turner and Kate Watters; and "Recognizing and Validating Nonaccredited Achievement: An Overview," by John Vorhaus). (MN)
Anmerkungen	Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London, England W1F 7LS, United Kingdom (Ref No. 1041; free). Tel: 020-7297-9000; Fax: 020-7297-9001. For full text: http://www.lsda.org.uk/files/PDF/R1041.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC