Developing benchmarks for prior learning assessment. Part 2: Practitioners.
Part 1 of this article examined a study into the use of benchmarking for prior learning assessment (PLA). This article outlines the benchmarks and practitioner guidelines that emerged from the study. The guidance is based on the benchmarks for practice and is intended to encourage PLA practitioners and adult learners to purposefully apply proven assessment theory to a variety of personal and professional goals and needs, by developing a portfolio. The basic principles and processes necessary for effective, systematic assessment of prior learning are identified and discussed.
Day
M
M
Department of Acute and Critical Care, University of Sheffield. m.r.day@sheffield.ac.uk
D019985:Benchmarking / Q000458:organization & administration*; D002983:Clinical Competence / Q000592:standards*; D004282:Documentation; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D004518:Education, Professional, Retraining / Q000458:organization & administration*; D006040:Goals; D017408:Guidelines as Topic; D006801:Humans; D007318:Inservice Training / Q000592:standards; D020380:Needs Assessment / Q000458:organization & administration*; D024802:Nurse's Role; D015402:Nursing Education Research; D009740:Nursing Staff / Q000193:education* / Q000523:psychology; D012647:Self-Assessment; D013192:Staff Development / Q000592:standards