Good Practice in the Accreditation of Prior Learning
Starting with a discussion of the origins of Accreditation of Prior Learning (APL), this text proceeds to look at the variety of models through which candidates are able to offer testimony of their prior learning. It explores the theoretical principles first, then illustrates with case studies.
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Educational Context of Good Practice
The Nature of Evidence
The Assessment and Accreditation Process
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academic levels accreditation of prior achieved advisor allocate APEL APL assessment APL process appropriate areas ASSESSMENT OF PORTFOLIO ASSESSOR REPORT Assessor Signature award BTEC CAAC CAEL Candidate Example candidate's CATS Chapter claim CNAA Committee documentation Element 2.1 ensure evaluation evidence Experiential Learning feedback Formative ASSESSMENT framework GNVQs guidance higher education identified implementation individuals initial institutions involved issues learner learning outcomes manager marketing ment methods module monitoring National Vocational Qualification needs Nyatanga objectives Open University operations organisation pathways Patricia Davis performance criteria Personal Report Peter Toyne placement portfolio construction practice principles prior learning procedures products and systems programme quality assurance quality control questions range relevant responsibility River Leen Robbins report role Service Plan skills specific staff development strategies student suppliers TDLB Technical Officer Technical Support tion trays Unit vocational qualifications witness testimony