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Vibe Aarkrog

Assessment of prior learning in adult vocational education and training

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Standard

Assessment of prior learning in adult vocational education and training. / Aarkrog, Vibe; Wahlgren, Bjarne.

I: International Journal for Research in Vocational Education and Training, Bind 2, Nr. 1, 2015, s. 39-57.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Aarkrog, V & Wahlgren, B 2015, 'Assessment of prior learning in adult vocational education and training', International Journal for Research in Vocational Education and Training, bind 2, nr. 1, s. 39-57. https://doi.org/10.13152/IJRVET.2.1.3

APA

Aarkrog, V., & Wahlgren, B. (2015). Assessment of prior learning in adult vocational education and training. International Journal for Research in Vocational Education and Training, 2(1), 39-57. https://doi.org/10.13152/IJRVET.2.1.3

CBE

Aarkrog V, Wahlgren B. 2015. Assessment of prior learning in adult vocational education and training. International Journal for Research in Vocational Education and Training. 2(1):39-57. https://doi.org/10.13152/IJRVET.2.1.3

MLA

Aarkrog, Vibe og Bjarne Wahlgren. "Assessment of prior learning in adult vocational education and training". International Journal for Research in Vocational Education and Training. 2015, 2(1). 39-57. https://doi.org/10.13152/IJRVET.2.1.3

Vancouver

Aarkrog V, Wahlgren B. Assessment of prior learning in adult vocational education and training. International Journal for Research in Vocational Education and Training. 2015;2(1):39-57. https://doi.org/10.13152/IJRVET.2.1.3

Author

Aarkrog, Vibe ; Wahlgren, Bjarne. / Assessment of prior learning in adult vocational education and training. I: International Journal for Research in Vocational Education and Training. 2015 ; Bind 2, Nr. 1. s. 39-57.

Bibtex

@article{4ebc19c37c974449bb0588430d1fcfbe,
title = "Assessment of prior learning in adult vocational education and training",
abstract = "AbstractThe article deals about the results of a study of school-based assessment (APL) of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers{\textquoteright} methods for assessing the students{\textquoteright} prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to APL: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students{\textquoteright} knowing that and knowing why the assessment is based on a scholastic perception of the students{\textquoteright} needs for training, reflecting one of the most important challenges in APL: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several APL methods and comparing the teachers{\textquoteright} assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware ofsecuring a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.",
keywords = "Erhvervsuddannelse, L{\ae}ring, Voksenl{\ae}ring, Erhvervsuddannelse, L{\ae}ring",
author = "Vibe Aarkrog and Bjarne Wahlgren",
year = "2015",
doi = "10.13152/IJRVET.2.1.3",
language = "English",
volume = "2",
pages = "39--57",
journal = "International Journal for Research in Vocational Education and Training",
issn = "2197-8646",
publisher = "VETNET/EERA",
number = "1",

}

RIS

TY - JOUR

T1 - Assessment of prior learning in adult vocational education and training

AU - Aarkrog, Vibe

AU - Wahlgren, Bjarne

PY - 2015

Y1 - 2015

N2 - AbstractThe article deals about the results of a study of school-based assessment (APL) of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to APL: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students’ knowing that and knowing why the assessment is based on a scholastic perception of the students’ needs for training, reflecting one of the most important challenges in APL: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several APL methods and comparing the teachers’ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware ofsecuring a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.

AB - AbstractThe article deals about the results of a study of school-based assessment (APL) of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to APL: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students’ knowing that and knowing why the assessment is based on a scholastic perception of the students’ needs for training, reflecting one of the most important challenges in APL: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several APL methods and comparing the teachers’ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware ofsecuring a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.

KW - Erhvervsuddannelse

KW - Læring

KW - Voksenlæring

KW - Erhvervsuddannelse

KW - Læring

U2 - 10.13152/IJRVET.2.1.3

DO - 10.13152/IJRVET.2.1.3

M3 - Journal article

VL - 2

SP - 39

EP - 57

JO - International Journal for Research in Vocational Education and Training

JF - International Journal for Research in Vocational Education and Training

SN - 2197-8646

IS - 1

ER -