Adult Learning, Currency and Subjectivity in PLA

This inaugural issue of the Journal of the National Institute on the Assessment of Experiential Learning begins with the article, "Semantic and Conceptual Ambiguities in Prior Learning Assessment" (Richard J. Hamilton). It is the basis for a session presented at the National Institute on the Assessment of Experiential Learning in June 1994. The article discusses issues important to both practitioners and theoreticians in the field of adult learning and its assessment, including the experiential learning movement, the relationship between experience and learning, arguments against the awarding of college credit for learning acquired off campus, and the strengths of prior learning assessment. The other two pieces are edited discussions that took place in the form of an electronic conference at the 1994 National Institute. "Currency in Prior Learning Assessment," edited by Rebecca C. Hull, considers how current a student's knowledge should be in the assessment of prior learning. "Subjectivity in Prior Learning Assessment," edited by Debra A. Dagavarian, provides responses to the issue of subjectivity and "checks and balances" that can be built into a prior learning assessment program to ensure objectivity. The first paper contains an 11-item bibliography. (YLB)