Abstract
In an effort to gain better understanding of the assessment of prior informal and
non-formal learning, this article explores assessors’ approaches to portfolio
assessment. Through this portfolio assessment, candidates had requested
exemptions from specific courses within an educational programme or admission
to the programme based on their prior learning. The assessors judged the portfolios
according to set rating criteria, and subsequently discussed their approaches. Their
decision-making processes, perception of portfolio use in the Assessment of Prior
Learning (APL), deciding factors in portfolio assessment and use of the rating
criteria were key elements in this discussion. The results show that they do use the
rating criteria as an indicator in decision-making, but have mixed perceptions
regarding the fairness of APL portfolio assessment. They perceive the portfolio
evidence in combination with sound argumentation as the deciding elements in
portfolio assessment.
Original language | English |
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Pages (from-to) | 55-70 |
Number of pages | 16 |
Journal | Assessment & Evaluation in Higher Education |
Volume | 35 |
Issue number | 1 |
Early online date | 15 May 2009 |
DOIs | |
Publication status | Published - Jan 2010 |
Keywords
- assessment
- portfolio
- APL