Evans, Sandra Lorraine (1995) A study of the knowledge, perceptions and benefits of prior learning assessment for awarding college credit at Cabot College of Applied Arts, Technology and Continuing Education. Masters thesis, Memorial University of Newfoundland.
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This study examined the knowledge, perceptions and benefits of prior learning assessment as perceived by the Faculty and Management of Cabot College. -- The study focused on: (a) their perceptions regarding learning from past work and life experiences; (b) what non-college learning activities they felt can result in learning equivalent to that taught in college courses; (c) their past practices of prior learning assessment and methods they felt should be used or would be willing to use; (d) who they felt should determine credit award, how it should appear on the student's transcript, and the maximum amount of credit that should be awarded; and (e) their perceived benefits of prior learning assessment for students and Cabot College. -- The target group for the study was the full-time Faculty and Academic Management at Cabot College during the spring of 1994. Cabot College was selected for the study because it was the only public post secondary institution that was actively involved in the development and implementation of prior learning assessment. Also, the researcher anticipated that the information obtained would be useful in the continued development and implementation of prior learning assessment at Cabot College. -- A questionnaire was used in the collection of data. The response rate was 81% for Management and 52% for Faculty. Frequencies and means were used to determine the correlation between the independent and dependent variables. Analysis of Variance and Chi-Square were used to analyze the data, but no significant difference was found. -- The findings of the study indicated that Faculty and Management at Cabot College are receptive to the concept of prior learning assessment. Both groups felt that many non-college learning activities can result in knowledge and/or skills equivalent to that taught in college courses. While there has been minimal use of prior learning assessment in the past, both groups indicated they would like to see more application of it and generally felt that whatever method was used, the pass mark should be the same as the pass mark for the particular course the student was challenging. -- Responses varied on who they felt should make the decision regarding credit award for non-credit learning, the maximum amount of credit that should be awarded, and how it should be transcripted. It was clear, however, that the transcript should indicate that the credit was obtained through prior learning assessment. -- Finally, most respondents agreed that prior learning assessment is beneficial both to students and to Cabot College. The most common benefit cited by both groups was that it can save the student time. For Cabot College, respondents indicated that prior learning assessment would yield better use of both physical and human resources within the college.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 140-155.|
|Department(s):||Education, Faculty of|
|Geographic Location:||Canada--Newfoundland and Labrador|
|Library of Congress Subject Heading:||Cabot College of Applied Arts, Technology and Continuing Education; College credits--Outside work; College credits--Standards--Evaluation; Experiential learning--Newfoundland and Labrador--Evaluation|
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