Enhancing assessment in the recognition of prior learning with digitalisation

• Published in: Language learning in higher education (Berlin, Germany) Germany), 2020-12, Vol.10 (2), p.403-420
• Main Authors: Heinonen, Annemari, Tuomainen, Satu
• Format: Article
• Language: English
• Subjects: College students; digital assessment; English as a second language learning; English for Academic Purposes; English for Special Purposes; Finnish language; Higher education; Informal Education; Language centers; language testing; Learning environment; non-formal and informal learning; Prior Learning; Recognition; recognition of prior learning; Student attitudes
• ISSN: 2191-611X; 2191-6128
• DOI: 10.1515/cercles-2020-2027

The processes to assess students’ learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students’ non-formal and informal learning of English for Academic Purposes (EAP) with an electronic examination system. Recognition of prior learning (RPL) had previously been organised as on-campus examinations, although demand for digitalisation and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. The digitalisation of the RPL process aimed to develop the system in the most popular language for validation, English, and to provide students and RPL assessors an increasingly effective method for assessing prior learning. Finnish higher education institutions have invested heavily in digital learning environments and this described transformation to a digitalised RPL process can be seen as a logical response. We introduce the new RPL system and its change from previous face-to-face assessment to the digital version, the rationale for and practical implementation of the digitalisation. We also present RPL assessors’ perceptions of the change, preview student data on the new system and offer suggestions on the systematic and evidence-based development of the recognition and validation of EAP in university language centres.