Language of evaluation: How PLA evaluators write about student learning
Keywords:
Prior Learning Assessment, Assessing Learning
Abstract
Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students’ prior learning. This investigation explored the ways that evaluators described students’ prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience, voice, presentation of the learning, and evaluation language. Within each theme, further sub-themes are defined. These results are significant for training evaluators on how to discuss student learning and for institutions to consider in relationship to the purpose behind the evaluations. Further research and implications are discussed.
Published
2011-01-31
How to Cite
Travers, N. L., Smith, B., Ellis, L., Brady, T., Feldman, L., Hakim, K., Onta, B., Panayotou, M., Seamans, L., & Treadwell, A. (2011). Language of evaluation: How PLA evaluators write about student learning. The International Review of Research in Open and Distributed Learning, 12(1), 80-95. https://doi.org/10.19173/irrodl.v12i1.946
Section
Research Articles
Copyright (c) 2011 Nan L. Travers, Bernard Smith, Leslie Ellis, Tom Brady, Liza Feldman, Kameylah Hakim, Bhuwan Onta, Maria Panayotou, Laurie Seamans, Amanda Treadwell
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