The Wales-Wide Web

National Guidance Research Forum - Formal and non-formal learning in the workplace:
there is an ongoing debate about recognizing wider forms of learning. I am strongly in favour of this but am concerned that formal assessment and accreditation processes will alienate learners and restrict the learning which takes place.

The following quote is from a contribution from Alan Brown to a discussion of work based learning on the excellent National Guidance Research Forum web site.

"From the above it is possible to construct an outline of the type of assessment that could support the current work-related learning of a majority of learners and leave them with a positive attitude towards learning for the future:

* The assessment will contain a strong dialogical component: allowing reflection upon achievements, why certain actions were taken, what difficulties were encountered, what has been learned, how to build upon that learning
* The assessment should be driven by the learning (not as so often the learning being driven by the assessment)
* hence the assessment should map directly onto those characteristics that the learning is seeking to promote. So, for example, for employees learning to be change agents in supply chains, the assessment review may use the following criteria:
* can the learner talk knowledgeably about key aspects of practice?
* can the learner effectively engage a range of other people in talking about practice (operators, team leaders, suppliers, customers etc. as appropriate)?
* can the learner influence changes in practice in the workplace?
* can the learner reflect upon how to transform aspects of existing practice?
* The assessment should be primarily formative, with the primary goal being encouraging learners to engage in further learning and skill development. Note here value of mediating artefacts (diaries; records; photographs etc.) in encouraging active reflection and review.
* The assessment process should add value to the learning process in recognising the achievements of the learner and the context in which the learning took place.
* The summative role of the assessment could be principally just an authentication of the role played by the learner and the significance of the learning. This authentication would for most learners be a worthwhile outcome in itself, and it would recognise that for most people most of the time they are not particularly interested in getting their work-related learning formally assessed. On the other hand, the authentication would also act as a potential component of a formal qualification. If used as part of a portfolio, or with a complementary assignment, or as part of a more formal assessment of experiential learning, it could be used to help gain access to further education and training and/or formal qualifications. The outcomes could also be used to inform the construction of a CV or help in making a case for promotion or employment selection.
* Above all, learners would value the process and outcomes of assessment as supportive of their learning and further development."