Assessment in Higher Education: Issues of Access, Quality, Student Development, and Public Policy

By Samuel J. Messick | Go to book overview

Of the nonformal learning that adults do, far and away the greatest proportion is probably in the workplace. While many students using prior learning assessment services claim credit for learning achieved in the work-place, there is almost no systematic collaboration ( CAEL generates some) between employers and colleges in helping employees to seek recognition of workplace learning. Nor is there much support for more efficient plans to exploit the opportunities of worksite learning to advance workers' occupational and professional qualifications, not to speak of their general qualifications for life, work, and leisure. If, in light of the extreme time pressures and conflicts among duties that adults endure, a systematic institutionally-driven effort were made to foster efficiency in learning among working adults via partnerships between employers and colleges, one might expect the growth in assessment-based certification of learning to increase substantially.

And third, how beautiful is small? Many of us are familiar with the popular stories about how much beauty there is in smallness. Apply this thought to the evaluation of the utility of prior learning assessment for the relatively few individuals who today are enjoying its benefits. There is hardly an educator engaging in this work who cannot regale us with inspiring story after inspiring story about the impact of a credit award upon the self-esteem, the motivation, the realization of career aspirations, the promotions in responsibility, pay, and rank that have come to that educator's students. These are benefits that the recipients tell us would never have come otherwise. Is it sufficient, then, to be among these blessed few?


Concluding Note

It is my earnest hope that two of the changes for which CAEL labored will ultimately pervade educational practice throughout the world: 1) the basing of educational credentials upon validly and reliably evaluated learning, regardless of its source; and 2) the enrichment of instruction by an astute interplay of the use of history, theory, and hands-on experience in the eliciting of learning. If these causes can continue to make progress, what greater honor than to have played the part Warren Willingham played in their advancement?


REFERENCES

Gamson Z. F. ( 1989). Higher education and the real world: the story of CAEL. Wolfeboro, NH: Longwood Academic.

Keeton M. T., & Tate P. J. ( 1978). New directions for experiential learning: Learning by experience -- what, why, how. San Francisco: Jossey-Bass.

Sheckley B. G. ( 1988). Policies and practices for awarding credit based on learning acquired in non-collegiate settings: Results of a national survey. Unpublished manuscript submitted to the U.S. Department of Defense, Defense Activity for Non-Traditional Educational Support (DANTES).

-55-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Assessment in Higher Education: Issues of Access, Quality, Student Development, and Public Policy
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 261

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.