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Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?

Author:

Dianne Conrad

Athabasca University, CA
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Abstract

Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions for assessment and accreditation. This paper proposes that established RPL (recognizing prior learning) protocols, in place at many institutions worldwide, can offer a pedagogically sound framework that supports the spirit of open learning and respects the diversity of learners’ efforts.

How to Cite: Conrad, D. (2013). Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?. Open Praxis, 5(1), 41–47. DOI: http://doi.org/10.5944/openpraxis.5.1.17
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Published on 01 Jan 2013.
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