ASSESSMENT OF NON-FORMAL AND INFORMAL LEARNING ACHIEVEMENTS: INDIVIDUAL PERSPECTIVE
Eglė Stasiūnaitienė
Vytautas Magnus University, Lithuania
Paper presented at the European Conference on Educational Research, University of Ghent, 19-21 September 2007
Content of the article. The article presents process of assessment of adult non-formal and informal learning achievements. In order to identify competencies of research participants, the prepared portfolios were analyzed and the interview carried out. The article has revealed respondents’ opinion concerning reliability and validity of the portfolio and interview as methods of assessment of non-formal and informal learning. Difficulties in assessment and benefit of assessment of non-formal and informal learning are also presented in this item.
Introduction
European policy documents on education (European Employment Strategy, 1997; Joint Declaration of the European Ministers of Education Convened in Bologna, 1999; Lisbon Convention on the Recognition of Qualifications Concerning Higher Education in the European Region, 1997; A Memorandum on Lifelong Learning, 2001; Common European Principles for Validation of Non-formal and Informal Learning, 2004) pay exceptional attention to the discussion of such issues as the development of educational systems in the European countries, integration of person‘s non-formal and informal learning achievements’ assessment and recognition area. The documents emphasise that reliable methodologies for person‘s non-formal and informal learning achievements’ assessment and recognition could facilitate the use of existing human resources on the personal, organisational and state levels. It is highlighted that assessment and recognition of experience-based competencies would create assumptions for successful lifelong learning.
The analysis of experience the European countries acquired in non-formal and informal learning achievements’ assessment and recognition area highlighted the use of various methods for achievements’ assessment of a person: learning achievements’ portfolio, observation of fieldwork, knowledge and practical activity tests, interview, and etc. It is most important that the achievements’ assessment methods revealed person‘s competencies and ensured reliability of the assessment (J. J. Bjørnavold, 2002).
Research object is the assessment of adult non-formal and informal learning achievements.
The purpose of the article is to describe singularities of non-formal and informal learning assessment from the point of individual level.
The aim of the article is to define learning achievements’ portfolio and interview application methods in assessing person‘s non-formal and informal learning achievements.
Methodology or methods/research instruments or sources used:
To achieve the aim, a qualitative descriptive one-case study was performed. Research data was obtained using content analysis by analysing respondents’ reflections and portfolios. 33 respondents participated in this research, namely, 10 counsellors, 9 evaluators and 14 retailers were being assessed.
The organization of qualitative research is presented in the Picture No.1.
Picture No.1 Research steps
1. Learning achievement portfolio as a tool for assessing learning and achievements
Learning achievements’ portfolio (Engl., Germ., French – portfolio) is one of the most popular assessing methods of non-formal and informal learning achievements in the European countries, the USA and Canada. It is a document containing a lot of important information regarding learning and achievements of a person who intends to have his competencies assessed. L. Dunn, Ch. Morgan, O‘Reilly, S. Parry (2004) note that learning achievements’ portfolio is a structurized set of documents evidencing the person’s learning and critical reflection.
The analysis of the experience of learning achievements’ portfolio application in the USA and Canadian systems of education revealed several functions of this method: it is used not only to evaluate the learning process in the formal system of education but also to assess and recognise person’s achievements acquired in various learning settings (J. B. Zucker, C. C. Jonson, A. T. Flint, 2001).
L. Sajienė (2003) presents the main characteristics of assessment paradigm using learning achievement portfolio method:
Person’s really acquired competence is more important than formal person’s evaluation;
A person finds it’s more pleasant to demonstrate the acquired competencies than to repeat theoretical knowledge;
The depth of person’s knowledge becomes more significant than the abundance of knowledge;
Experience-based expert decision becomes more important than rote memorising of knowledge.
According to this paradigm, a person who is interested in the achievements’ assessment is an active participant of the assessment, whereas the assessor of competencies plays a minimal role.
L. Dunn, Ch. Morgan, O‘Reilly, S. Parry (2004) indicate that learning achievements’ portfolio can be applied as a tool for formative and summative assessment. In formative assessment the person’s learning process is of utmost importance and the portfolio illustrates learning progress and efforts of learner. In summative assessment learning outcomes, i.e., various personal competencies acquired in different learning settings, are more relevant than the learning process.
The purpose of learning achievements’ portfolio in assessing and recognising non-formal and informal learning achievements is to evidence that a person, learning at work or in other setting, has acquired competencies adequate to the requirements set for a certain profession. I. Nyatanga, D. Forman, J. Fox (1998) note that learning achievements’ portfolio can contain certificates of formal learning, employer evaluations, work samples (models, projects, designs, photos, analytical written work and etc.), learner achievements’ self-analysis, a list of career perspectives, reports of professional activity, timetables of work and independent activity, audio and video recordings of various meetings, copies of internal correspondence in the organisation related to person’s achievements.
Summarising, it can be concluded that learning achievements’ portfolio is a collection of documents and activity evidence, recording person’s formal and non-formal learning and creative process stages, as well as significant achievements for the person being assessed.
2. Constructing retailer’s learning achievement portfolio
Since 1974, the Council for Adult and Experiential Learning (CAEL), established in the USA, on the basis of the research, has prepared a number of collections of recommendations on how to construct and assess the portfolio and guarantee the quality of adult learning through experience assessment (J. B. Zucker, C. C. Jonson, A. T. Flint, 2001). However, no strict requirements for learning achievements’ portfolio structure are determined. It is most important that learning achievements’ portfolio contains information about person’s formal, non-formal and informal learning and substantiats the competencies of person who prepared the portfolio being presented for assessment.
Retailer’s learning achievements’ portfolio consists of seven chapters.
In Chapter One, the persons being assessed presented their curriculum vitae (CV) where they indicated the data about their educational background, professional work experience, non-formal learning experience and in-service training, language competence and computer literacy skills.
In Chapter Two of the learning achievements’ portfolio, the persons being assessed described which professional competencies, in their opinion, they acquired. As the professional competencies of all the persons being assessed had been acquired in practical activity, the respondents had to present employers’ reference letters to prove their achievements.
In Chapter Three of the portfolio, retailers described the competencies that were not mentioned in Chapter Two and were related to prior professional activity, for instance, administration, premise maintenance, etc. General competencies related to communication skills, cooperation, voluntary activity, etc. were also presented. The persons had to note in their learning achievements’ portfolio:
In the absence of documents proving my knowledge in information technologies, I admit that my job, hobby and interests are related to information technologies, therefore I have to be interested, learn and analyse computer programmes on my own, clarify their work principles and subtleties. As I have to use my personal computer and its peripheral equipment in everyday life and at work I know its working principles and rules of use well.
As one of the aims in constructing learning achievements’ portfolio is to develop the skills of self-analysis and reflection, in Chapter Four the persons being assessed were asked to reflect upon their learning and professional activity achievements.
It is worth noting that the respondents found it rather difficult to reflect upon their experience and feelings. In most cases the persons understood the self-analysis not as a critical analysis of their experience but as naming specific information about their activity. Even understanding the task, the respondents faced difficulties in verbalising their needs and feelings in their learning achievements’ portfolios.
Chapter Five of learning achievements’ portfolio was meant for the so called career perspective portfolio. In most cases the respondents related their professional perspectives to their career in the working place. For instance, the respondent indicates that JSC “RIMI Lithuania” creates for employees many promotion possibilities; therefore, I have to take advantage of this opportunity.
The analysis of the information provided in this chapter revealed not only the respondent’s professional activity pursuits but also plans to learn at a higher education institution, the need to acquire qualification confirmed by a formal learning certificate in trade education area. For instance, the respondent notes her intention to enter Business Administration Programme at Kaunas College.
While working and feeling the need to study, it is not so easy to start or continue learning due to various reasons: lack of time or financial resources, little internal or external motivation, etc. A possibility to consider one’s learning perspectives while preparing the learning achievements’ portfolio can serve as a means for self-motivation to start or continue learning in a formal and/or non-formal way.
The purpose of Chapter Six of the learning achievements’ portfolio is to involve employers into assessment process of non-formal and informal learning achievements. This chapter contains employee’s professional activity assessment performed by a unit executive according to the criteria of independent work. Executives both presented their reference letters with regard to the employer competency recognition and indicated positive person’s qualities that are useful in the working activity. Here is the executive’s description about his employee:
The employee (name and surname indicated) adapts fast, does not resist change and is ready to deal with ambitious tasks. Work quality and efficiency is good, she feels responsible for her work and sets high requirements for herself. She performs assignments independently; <…> is able to differentiate between important information and less important information and apply it on the job successfully. She is a good team member, likes team-work and fosters it (employer’s record from the respondent’s learning achievements’ portfolio).
The presentation of employer opinion in the learning achievements’ portfolio is important for all being involved in the assessment. During the dialogue the employer devotes more attention for getting to know the employee, the latter receives direct evaluation of his competencies. This is the way how assessors are provided with the possibility to compare their decision with regard to the recognition of the person’s competencies and employer’s recommendations.
In Chapter Seven of the learning achievements’ portfolio, the respondents place their documents evidencing their formal, non-formal and informal learning achievements in sequence: Certificate of Maturity received upon completion of a Secondary School, Certificate of Vocational Education and Training School, certificates of non-formal learning and other documents evidencing their competencies.
3. Assessment of non-formal and informal learning achievements
Three assessment committees were created to assess retailer’s competencies. Three persons participated in each committee: a vocational teacher, a representative delegated from Kaunas Chamber of Trade, Commerce and Handicraft and a representative of a profession.
Structure of the committee was caused by the pursuit for competent assessment and also due to the legal aspects. The assessment and recognition of retailer’s non-formal and informal learning achievements were performed due to regard of the legal documents valid in Lithuania (Order No. 1353 of the Minister of Education and Science of the Lithuanian Republic as of 1 October 2001 “Regarding the enactment of the temporary procedure for the assessment of knowledge acquired in non-formal adult educational system and independently, and vocational advanced education and vocational education and training or their certain stage or module completion documents and qualification acquisition, recognised by the state“ (Žin., 2001, No. 88-3111); Order of the Minister of Social Welfare and Labour of the Lithuanian Republic No. 70 as of 31 May 2002 “Regarding the enactment of the procedure for the selection of labour market vocational education institutions and enterprises for examination on a non-resident basis“ (Žin., 2002, No. 58-2357); by the order of the Minister of Social Welfare and Labour of the Lithuanian Republic No. 38 as of 22 March 2002 the procedure of organisation and implementation of the Labour market non-formal vocational education and training was enacted (Žin., 2002 N. 33-1259); the procedure of organisation and implementation of the Labour market non-formal vocational education and training (2002).
It is important to highlight that legal documents regulate the procedure of non-formal and informal learning achievements’ assessment and recognition only episodically.
In order to identify retailer’s competencies the prepared learning achievements’ portfolios were analysed and an interview carried out.
During the interview, the respondents were asked questions or provided with problematic situations in order to specify the competencies indicated in the learning achievements’ portfolios.
<...> I have checked some randomly selected competencies that were positively evaluated by the employer and all negatively evaluated competencies that I could assess within the limits of my competence. Having talked with all the candidates and discussed with the members of the commission we have made a decision with regard to competence recognition (from the assessor’s report).
The interview with one respondent lasted for 20–35 minutes on average. During this period of time the members of the assessment commission got acquainted with the person being evaluated, discussed his work experience and career perspectives together with him, and also compared the information obtained during the interview with the data presented by the person in the learning achievements’ portfolio.
4. Reliability and validity of the non-formal and informal learning achievements’ assessment methods
Process-based learning content is more peculiar to non-formal and informal learning rather than learning outcome based learning content. Therefore, assessing process-based learning outcomes an assessor can use educational assessment methods more flexibly; the assessor then assumes the advisor’s function, whereas the person being evaluated can learn and develop self-assessment skills. Person’s trust in the assessor’s decision is very important in the process of assessment and it is related to reliability and validity of the assessment methods.