Assessment of Prior Learning in Adult Vocational Education and Training

Abstract

The article deals about the results of a study of school-based Assessment of Prior Learning 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 teachersâ methods for assessing the studentsâ prior learning in the programs for gastro-nomes, respectively child care assistants the article discusses two issues in rela-tion to Assessment of Prior Learing: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment proce-dures. Through focusing on the studentsâ knowing that and knowing why the assessment is based on a scholastic perception of the studentsâ needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachersâ 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 of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assess-ment procedures.