Examination as the method in the recognition of prior language learning

Abstract

Recognition of prior learning (RPL) is a principle in education to acknowledge and validate learning acquired during and throughout an individual's lifetime. Formal, non-formal and informal learning can be assessed, recognised and accredited for various purposes in an individual's education or professional life. The methods of assessing prior learning vary across educational levels but examinations and portfolios are the most common methods in European higher education. This study investigated how Finnish university students perceived and RPL examination as the method of recognising their non-formal and informal learning of English for academic purposes. During a three-year period data were collected with a questionnaire and interview from RPL participants studying Business and Economics, and with an electronic survey with non-participant students from the same degree programme. The findings indicate that Finnish university students in both groups preferred the examination as the RPL method for non-formal and informal learning of academic English, and some RPL participants were critical of the option of a portfolio for the assessment of prior language learning. This can be seen to emphasise the use of similar assessment methods in both the RPL assessment and the equivalent formal learning instruction.

Recognition of prior learning: implications for quality assurance in higher education

“…Our findings are novel and complement the existing literature on the impact that the introduction of RPL has on HEIs (Harris, 1999; Andersson et al , 2004; Joosten-ten et al , 2009; Fejes and Andersson, 2009; Joosten-ten et al , 2009; Andersson et al , 2013; Hamer, 2013; Bohlinger, 2017; Harris and Wihak, 2017; Tuomainen, 2018; Maurer, 2021). RPL involves creating formal linkages between working knowledge and academic knowledge.…”

“…RPL candidates will help foster a more interactive classroom experience and will bring additional capacity for applied and work-based assessments. There is significant scope to use applied and work-based learning and to use online techniques (Joosten-ten Brinke, 2009; Miguel et al , 2016 Tuomainen, 2018). A key focus for all graduates, but particularly RPL candidates is the prompt and successful transition to meaningful employement.…”

“…The literature also discusses instruments such as workplace observations or expert interviews. The key issue, is that RPL assessment is authentic, valid, transparent and reliable to ensure the quality and validity of the system (Joosten-ten Brinke et al, 2009;Cordova et al, 2014;Heinonen and Tuomainen, 2020;Tuomainen, 2018). Harris and Wihak (2017) note that RPL champions experiential knowledge by challenging definitions and ownership of formal knowledge.…”