Abstract
In order to determine the role of student writing in nontraditional life/experience credentialing programs, a questionnaire was compiled and results surveyed from nearly 50 such programs. Although there was little consensus among these programs as to what the proper role of student writing should be, most agreed that writing is a vital part of the credentialing process, but many felt it should not be overstressed. Few programs involved faculty whose main concern was writing despite evidence that essay grading provides a useful paradigm for portfolio assessment and that such faculty have much to offer and much to learn from nontraditional programs.
Keywords
Social Psychology Main Concern Cross Cultural Psychology Credentialing Program Vital Part
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Preview
Unable to display preview. Download preview PDF.
References
- Berte, N. R.Individualizing education through contract learning. University, Ala.: University of Alabama Press, 1975.Google Scholar
- Cooperative Assessment of Experiential Learning.Evaluation and expert judgment. CAEL Institutional Report No. 3: University of California at Los Angeles. Princeton, N.J.: The Author, 1975.Google Scholar
- Elbow, P.Writing without teachers. New York: Oxford University Press, 1975.Google Scholar
- Evergreen State College, External Credit Program. Some recommendations for writing your document. Olympia, Wash.: The Author, n.d.Google Scholar
- Meyer, P.Awarding college credit for non-college learning. San Francisco: Jossey-Bass, 1976.Google Scholar
- Trivett, D. A.Academic credit for prior off-campus learning. Washington, D.C.: American Association for Higher Education, 1975.Google Scholar
- Willingham, W., et al.CAEL validation report. Princeton, N.J.: Cooperative Assessment of Experiential Learning, 1976.Google Scholar
Copyright information
© Human Sciences Press 1978