Portfolios and meaning-making in the assessment of prior learning

Pokorny, H. 2013. Portfolios and meaning-making in the assessment of prior learning. International Journal of Lifelong Education. 32 (4), pp. 518-534.

TitlePortfolios and meaning-making in the assessment of prior learning
AuthorsPokorny, H.
Abstract

The take-up of the Assessment of Prior Experiential Learning (APEL) by students in the UK remains low. In exploring why this might be the case, this article seeks to examine the process of preparing claims for APEL, with the objective of understanding what is involved and how the process is experienced by some students with prior professional learning. It suggests that APEL portfolios operate as boundary objects working at the edges of communities of practice and mediating their external relationships. It uses an academic literacies methodology to understand how these relationships are mediated, drawing on the notions of addressivity and dialogicality derived from the work of Bakhtin to analyse data from interviews about the production of APEL portfolios. The analysis—derived from in-depth interviews with four students who achieved APEL credits and the four tutors who assessed them—illustrates the different ways in which the approaches taken by the tutors determined the way in which the APEL portfolio assessment was adapted to meet tutor needs. The tutor approaches also affected the sense of agency that students felt they had through the process and impacted on their identity both as a professional and as a learner. The findings have implications for practice in demonstrating how a dialogic approach to assessment can serve to promote APEL and suggest that recognising the multimodality potential of an APEL portfolio can play a role in mediating relationships and negotiating mutual understanding thus opening up the academy to new sites of knowledge.

JournalInternational Journal of Lifelong Education
Journal citation32 (4), pp. 518-534
ISSN0260-1370
Year2013
PublisherRoutledge
Digital Object Identifier (DOI)doi:10.1080/02601370.2013.778076
Publication dates
Published2013

Related outputs

Recognition of Prior Learning (RPL) as pedagogical pragmatism
Pokorny, H., Fox, S. and Griffiths, D. 2017. Recognition of Prior Learning (RPL) as pedagogical pragmatism. Widening Participation and Lifelong Learning. 19 (3), pp. 18-30.

Commuting, transitions and belonging: the experiences of students living at home in their first year at university
Pokorny, H., Holley, D. and Kane, S. 2017. Commuting, transitions and belonging: the experiences of students living at home in their first year at university. Higher Education. 74 (3), pp. 543-558.

Exploring the learner experience of RPL
Pokorny, H. and Whittaker, R. 2014. Exploring the learner experience of RPL. in: Harris, J., Wihak, C. and Van Kleef, J. (ed.) Handbook of the Recognition of Prior Learning: Research into practice Leicester NIACE. pp. 259-283

Assessing prior experiential learning: issues of authority, authorship and identity
Pokorny, H. 2012. Assessing prior experiential learning: issues of authority, authorship and identity. Journal of Workplace Learning. 24 (2), pp. 119-132.

England: accreditation of Prior Experimental learning (APEL) research in higher education
Pokorny, H. 2011. England: accreditation of Prior Experimental learning (APEL) research in higher education. in: Harris, J., Breier, M. and Wihak, C. (ed.) Researching the recognition of prior learning: international perspectives NIACE. pp. 106-126

Notions of belonging: the student perspective
Chalcraft, D., Johnson, L., Pokorny, H. and Volpe, G. 2011. Notions of belonging: the student perspective. London London Metropolitan University.

Complexity, cues and relationships: Student perceptions of feedback
Pokorny, H. and Pickford, P. 2010. Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education. 11 (1), pp. 21-30.

Improving the degree attainment of Black and minority ethnic students: investigating practice
Pokorny, H., Johnson, L., Halford, A. and Colgan, F. 2010. Improving the degree attainment of Black and minority ethnic students: investigating practice. London Higher Education Academy Website.

Look who’s here: engagement and attendance initiatives
Pokorny, H., Johnson, L., Djebbour, Y. and Curran, J. 2010. Look who’s here: engagement and attendance initiatives. London Higher Education Academy Website.

Exploring the 'myths' of enhanced learning through group work assessment
Pokorny, H. and Griffiths, D. 2010. Exploring the 'myths' of enhanced learning through group work assessment. in: Kemp, P., Atfield, R. and Tong, R. (ed.) Enhancing learning through assessment in in business and management, hospitality, sport, leisure and tourism Newbury Threshold Press.

E-portfolios and personal construct theory: the case of computing students
Chalk, P., Holley, D., Pokorny, H., Andrew, D. and Wilson-Medhurst, S. 2009. E-portfolios and personal construct theory: the case of computing students. Investigations in University Learning and Teaching. 5 (2), pp. 103-110.

Learning (and staying) together beyond the classroom: experiences of action learning sets
Griffiths, D., Ingle, J., Massey, A. and Pokorny, H. 2008. Learning (and staying) together beyond the classroom: experiences of action learning sets. Investigations in University Learning and Teaching. 5 (1), pp. 42-51.

Reflective writing and reusable learning objects
Pokorny, H. 2007. Reflective writing and reusable learning objects. Investigations in University Learning and Teaching. 4 (2), pp. 126-131.

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression
Pokorny, M. and Pokorny, H. 2005. Widening participation in higher education: student quantitative skills and independent learning as impediments to progression. Journal of Mathematical Education in Science and Technology. 36 (5), pp. 445-467.

Permalink - https://westminsterresearch.westminster.ac.uk/item/8z139/portfolios-and-meaning-making-in-the-assessment-of-prior-learning


Share this
Tweet
Email