Effective Theory to Practice in Prior Learning Assessment: Self-Authorship and the Learning Partnership Model

Autor/in	Gleiman, Ashley
Titel	Effective Theory to Practice in Prior Learning Assessment: Self-Authorship and the Learning Partnership Model
Quelle	In: Journal of Continuing Higher Education, 71 (2023) 1, S.111-118 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2021.1964878
Schlagwörter	Prior Learning; Portfolio Assessment; Best Practices; Adult Learning; Self Concept; Partnerships in Education; Models; College Students + Suchen Sie Ihr Suchwort? Vorkenntnisse; Portfoliobeurteilung; Adulte education; Adult training; Erwachsenenbildung; Selbstkonzept; Hochschulpartnerschaft; Analogiemodell; Collegestudent
Abstract	Prior Learning Assessment (PLA) programs are unique to the institution and the students they serve. While a variety of best practices persist, the need for academically rigorous and credible programs is ever-present as institutions evolve to keep up with the growing needs of adult learners today. This article provides a case study overview of institutional best practices at American Public University System by placing learning and knowledge at the forefront of the PLA program, using Self-Authorship and the Learning Partnership Model (LPM) as a framework to ensure academic integrity and rigor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01