A Decade of Global Prior Learning Assessment: A Systematic Literature Review
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| Title: | A Decade of Global Prior Learning Assessment: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Carrie J. Boden (ORCID |
| Source: | Journal of Continuing Higher Education. 2024 72(1):104-121. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Prior Learning, Evaluation, Educational Research, Periodicals, Educational Trends |
| DOI: | 10.1080/07377363.2022.2119800 |
| ISSN: | 0737-7363 1948-4801 |
| Abstract: | Prior learning assessment (PLA) uses testing or competency portfolios to assess and grant credit for college-level learning, thus offering personal and professional empowerment to adult learners. The purpose of this review was to systematically examine global academic literature related to PLA over a decade. An earlier review of U.S. literature focused solely on PLA, but this review focused on the globally used term recognition of prior learning (RPL) and prior learning assessment and recognition (PLAR). Data collection followed a structured process to identify all peer-reviewed journal articles published over a decade that meet inclusion criteria. Data analysis included thematic coding to identify categories leading to themes. Major findings included journals publishing about PLA, author perspectives and affiliations, underlying empirical studies, and eight major themes: studies of programs, policy and systems, studies of PLA, technology tools, theory building, assessment practices, workplace applications of PLA, and immigration. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417699 |
| Database: | ERIC |
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| Abstract: | Prior learning assessment (PLA) uses testing or competency portfolios to assess and grant credit for college-level learning, thus offering personal and professional empowerment to adult learners. The purpose of this review was to systematically examine global academic literature related to PLA over a decade. An earlier review of U.S. literature focused solely on PLA, but this review focused on the globally used term recognition of prior learning (RPL) and prior learning assessment and recognition (PLAR). Data collection followed a structured process to identify all peer-reviewed journal articles published over a decade that meet inclusion criteria. Data analysis included thematic coding to identify categories leading to themes. Major findings included journals publishing about PLA, author perspectives and affiliations, underlying empirical studies, and eight major themes: studies of programs, policy and systems, studies of PLA, technology tools, theory building, assessment practices, workplace applications of PLA, and immigration. |
|---|---|
| ISSN: | 0737-7363 1948-4801 |
| DOI: | 10.1080/07377363.2022.2119800 |
