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Based on an extensive analysis of the literature on prior learning assessment and recognition (PLAR) and adult learning, this article proposes a conceptual model for PLAR in education that aligns selected theoretical and applied elements of PLAR with the basic beliefs and values that are its foundation. The model addresses essential knowledge and skills, the selection of assessment methods and tools, and the societal forces that influence PLAR’s implementation in post-secondary institutions. The study concludes that there is a lack of cohesion in educators’ conceptual understandings and use of PLAR, and that the selection of PLAR assessments would be enriched if educators were to use methods and tools aligned with PLAR’s basic beliefs and the theoretical perspectives that support those beliefs. Further, PLAR practitioners who have expertise in the subject matter being assessed, a solid knowledge of PLAR, and an open attitude toward alternative forms of assessment can bring wider acceptance of PLAR.
Volume 1, #2, Article 5: Strengthening PLAR: Integrating theory and practice in post-secondary education (PDF, 701 KB)
Joy Van Kleef is CEO of the Canadian Institute for Recognizing Learning. Working in the field of learning recognition for 18 years, Joy combines research, project management, and consulting to help organizations establish PLAR programs. In recent years, she has additionally focused on finding ways to recognize the prior learning of immigrants.
Van Kleef, J. (2007, September). Strengthening PLAR: Integrating theory and practice in post-secondary education. Journal of Applied Research on Learning, 1(2), Article 5, pp. 1-22.