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APEL and authentic assessment: Are we in the business of developing novices or recognising expertise?

This article discusses the role of APEL (Accreditation of Prior Experiential Learning) in professional learning, focusing on the projects implemented at the University of Westminster. It explores the application of authentic assessment formats as drivers for learning in the Multilingua and Westphoto initiatives, which bring real-world work experiences into the curriculum.

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APEL and authentic assessment: Are we in the business of developing novices or recognising expertise?

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  1. APEL and authentic assessment: Are we in the business of developing novices or recognising expertise? Sibyl Coldham Westminster Exchange University of Westminster

  2. Background to the thinking • CETL for Professional Learning in the Workplace • Projects for developing work in the curriculum & in / from the University • focus on work practices rather than place • Multilingua – modern languages work • Westphoto – photographic agency & library • Law Office • Live projects

  3. My background in practice-based learning and AP(E)L • The University Polyclinic • Courses leading to professional entry that attract some practitioners who want to improve / formalise their practice, or add a second profession • Working to professional accreditation requirements • Developing a specific practice philosophy (in the therapy and in the prac / patient relationship

  4. Languages and photography curricula models • Modern languages takes students with none or limited language and develops proficiency through spiral curriculum of artificial practice situations • Photography takes students with any / no experience and offers a range of applications through atomistic modules – curriculum focused on creativity (being and understanding) • Both project Initiatives brought practice (work) into the course environment

  5. Multilingua • Conceptualised as work-simulation, leading to voluntary, research and paid language work (students as a resource to work & social activities involving language and cultural understanding • curriculum-shift to all learning tasks replicating real world language tasks (work or cultural practice-orientated) – ie authentic assessment formats as drivers for learning. • Finding openings for students’ (and VLs’) p/t work to contribute to course experiences

  6. Westphoto • Originally conceptualised as a resource (photo library to store and market images) but grew into a workplace • A workplace on campus led to a shift in thinking around what it meant to be ’a professional’ • (foregrounding working practices alongside creativity) • using a photo library becomes generic • A range of career opportunities available through the agency, inc work around the University • Introduce a module on photo library practice • What might they do in terms of APEL?

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