Examination as the method in the recognition of prior language learning

Recognition of prior learning (RPL) is a principle in education to acknowledge and validate learning acquired during and throughout an individual's lifetime. Formal, non-formal and informal learning can be assessed, recognised and accredited for various purposes in an individual's educatio...

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Bibliographic Details
Published in:International journal of lifelong education 2018-11, Vol.37 (6), p.676-688
Main Author: Tuomainen, Satu
Format: Article
Language:English
Subjects:
Academic language
Business Administration Education
College Students
Economics Education
Educational attainment
Educational evaluation
English as a second language
English for Academic Purposes
English for Special Purposes
Evaluation Methods
Finnish language
Foreign Countries
Higher education
Informal Education
Language Tests
Lifelong Learning
non-formal and informal learning
Portfolios
Portfolios (Background Materials)
Prior Learning
Recognition
RPL
Second Language Instruction
Second Language Learning
Student Attitudes
Teaching methods
University students
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Summary:Recognition of prior learning (RPL) is a principle in education to acknowledge and validate learning acquired during and throughout an individual's lifetime. Formal, non-formal and informal learning can be assessed, recognised and accredited for various purposes in an individual's education or professional life. The methods of assessing prior learning vary across educational levels but examinations and portfolios are the most common methods in European higher education. This study investigated how Finnish university students perceived and RPL examination as the method of recognising their non-formal and informal learning of English for academic purposes. During a three-year period data were collected with a questionnaire and interview from RPL participants studying Business and Economics, and with an electronic survey with non-participant students from the same degree programme. The findings indicate that Finnish university students in both groups preferred the examination as the RPL method for non-formal and informal learning of academic English, and some RPL participants were critical of the option of a portfolio for the assessment of prior language learning. This can be seen to emphasise the use of similar assessment methods in both the RPL assessment and the equivalent formal learning instruction.
ISSN:0260-1370
1464-519X
DOI:10.1080/02601370.2018.1518346