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New Directions for… | 8 |
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Fugate, Mary | 1 |
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MacTggart, Terrence | 1 |
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Fugate, Mary; MacTggart, Terrence – New Directions for Experiential Learning, 1983
Prior learning assessment programs are characterized as having a highly individualized service or a more standardized pattern. Three model programs are described: Webster College in St. Louis, Adelphi University in Garden City, Long Island, and Sinclair Community College in Dayton. (Author/MLW)
Descriptors: Adult Students, College Faculty, Evaluation Methods, Higher Education
Knapp, Joan; Gardiner, Marianne – New Directions for Experiential Learning, 1981
Portfolio assessment, designed after the model disseminated originally by the Cooperative Assessment of Experiential Learning (CAEL) project, has become the assessment technique of choice in prior learning programs as well as the foundation for adult degree programs. Innovations and changes in the assessment process are discussed. (Author/MLW)
Descriptors: Certification, College Credits, Educational Planning, Evaluation Methods
Shipton, Jane; Steltenpohl, Elizabeth – New Directions for Experiential Learning, 1981
Adult students, it is suggested, are not adequately prepared to plan their education and relate it to the assessment of prior learning. Educational goal clarification enhances a student's ability to participate actively in educational planning and to integrate prior learning into the total plan. (Author/MLW)
Descriptors: Adult Students, Cognitive Style, Educational Development, Educational Objectives
Knapp, Joan E. – New Directions for Experiential Learning, 1982
A model of graduate experiential learning assessment is proposed, based on the work of the Council for the Advancement of Experiential Learning. Present program practices in 12 programs are related directly to the model so that sound practices can be identified and replicated in other programs. (MLW)
Descriptors: Educational Objectives, Experiential Learning, Graduate Study, Higher Education
MacTaggart, Terrence; Knapp, Joan – New Directions for Experiential Learning, 1981
The issue of the costs and financial aspects of the assessment of prior learning is discussed from the point of view of program managers and others responsible for ensuring high quality, cost-efficient academic programs. Rationales and models currently in use are examined. (MLW)
Descriptors: Evaluation, Experiential Learning, Fees, Financial Support
Ward, Barbara – New Directions for Experiential Learning, 1980
A discussion is given of competency-based programs of innovative colleges, including the role of assessment of prior learning in such programs, drawing on the experience of Justin Morrill College of Michigan State University. (Author)
Descriptors: Adult Students, College Credits, Competency Based Education, Experiential Learning
Lamdin, Lois – New Directions for Experiential Learning, 1983
The consortial approach to assessment of prior learning can reduce costs and increase the availability of service. CLEO (Compact for Lifelong Educational Opportunities), a consortium of 38 colleges and universities in the Delaware Valley region, is described. (Author/MLW)
Descriptors: Adult Students, Consortia, Cost Effectiveness, Evaluation Methods
Rosenstein, Faul; Stack, Hal – New Directions for Experiential Learning, 1980
The issues common to all models of educational programs are explored as an introduction to the varying ways unions and universities can work together. Cost and lack of time are seen as the most common obstacles confronted by workers interested in furthering their education. (Author/MLW)
Descriptors: Adult Students, Cooperative Programs, Financial Support, Higher Education