先前学习评价：一种非正式学习评价方式的实证研究

An Empirical Study of Prior Learning Assessment and Recognition

先前学习评价是当前国际成人高等教育领域普遍采用的、针对非正式学习的一种评价方式。本研究基于体验式学习理论，选取参与远程高等教育且具有一定工作经验的92名成人学生为研究对象，在广播电视大学教学系统开展了先前学习评价的实证研究。研究发现，测评人员对评价标准的理解与应用存在偏差，学生对先前学习评价的认识有待进一步加强，特别是让学生清楚评估中的相关责任、评估方法等，以及整个先前学习评价工作的评价与监督机制尚不健全。基于此，本研究总结了先前学习评价的一般操作流程，并提出建立申请制度，加强审核学生所提供材料、证据等的真实性，向学生提供申请前的自我测试以及为学生提供反馈和审查评估结果的机会等四个方面的改进措施。研究希望促进两个"成果转化"，一是通过先前学习评价的实证研究，对在职人员通过非正式学习获得的知识、能力或技能给予合理的"成果转化"，进一步推动我国针对成人非正式学习评价的研究；二是希望将研究成果进行"成果转化"，变为学历教育、在职人员教育与终身教育融合的一种推进机制。

Prior Learning Assessment and Recognition(PLAR) is an assessment method that is widely adopted in the field of international higher education for adults and informal learning. This study is based on experiential learning theory,and was conducted through the teaching system of the Open University of China. The 92 participants are learners in distance higher education and all have some work experiences. Findings of this study reveal this:a)Both practitioners and students have different understandings of the assessment criteria; b) Time has not been set aside for releasing and explaining the result of PLAR; c) The assessment and supervision system of the whole PLAR has not been soundly implemented. We hope that this study can promote the study on the assessment of adult informal learning in China and to fulfill the rational transformation from the research results into a promotion system compromising credential education, in-service adult education and lifelong education.