The assessment of prior learning in adulthood: the experience of the Canadian PLA/PLAR Centers.

Abstract

This paper investigates some theoretical and methodological aspects related to the assessment of prior learning in adulthood. It takes into consideration the experiences of the Canadian PLA and PLAR Centers, and strategies for the assessment of achievement in formal, non-formal and informal contexts are analyzed, with the aim of enhancing the widespread learning and the multiplicity of educational opportunities in adulthood. In line with the theories of experiential learning and authentic assessment, evaluation becomes an instrument for learning which is able to accompany the processes of “transition” from the education system to other systems, and then into the labour world.