By John Hart, Centre for Educational Sociology, University of Edinburgh
Principal Researchers, Cathy Howieson , Centre for Educational Sociology, University of Edinburgh, Sheila Semple, Enterprising Careers, University of Strathclyde
ISBN 978 0 7559 7820 5 (Web only publication)
This document is also available in pdf format (456k)
This Report is also accompanied by Research findings 54/2010.
CONTENTS
Executive Summary
1 Introduction - the research and the report
2 A review of approaches to recognising achievement
Background - policies and principles
Policies
Principles
Background - research by the Quality in Education ( QIE) Centre
Stakeholder views
Challenges identified
Achievement and recognition
Achievement
Recognition
Conclusions - linking achievement and recognition
Sources for a model for recognition
Learning contexts
Giving value to learning
Types of portfolio
Conclusions - reflecting on learning
3 A review of approaches to recording achievement
Recorded recognition using courses and modules
Social and vocational skills
Personal and social skills
Core skills
Conclusions - advantages and disadvantages
Recorded recognition using profiles and portfolios
Profiles
Portfolios
Conclusions - positive and negative features
Recorded recognition using group awards
In Scotland
In England, Wales and Northern Ireland
The International Baccalaureate
Higher Education
Conclusions - previous and current developments
Recognition of Prior Learning ( RPL) in Scotland
4 A model for recognising achievement
Structure
A model for managing the recognition of achievement
Understanding - bringing out the intrinsic value of achievement
Explaining - identifying the utility value of achievement
Proving - gathering evidence to secure the accreditation of achievement
Stages
Evaluation
5 Conclusions and considerations
Overall conclusions
Considerations for implementation
6 References
Appendix 1
Extract from Scottish Government (2008): Curriculum for Excellence: Building the Curriculum 3, p.45
Reflective Questions
Appendix 2
Extract from Andersson, P, et al (2004):'Recognition of Prior Vocational Learning in Sweden' in Studies in the Education of Adults, 36(1), Spring 2004, pp.67-68
Extract from Boyd, B, et al (2007): A Curriculum for Excellence - a Review of Approaches to Recognising Wider Achievement - Final report, pp10-11
Appendix 3
Extract from AlphaPlus Consultancy (2007): Recognising Wider Achievement - Using Portfolios and e-Portfolios, pp.3-4
Appendix 4
Extract from the Council of the European Union: Draft Conclusions on Common Principles for the identification and validation of non-formal and informal learning
The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Government or any other organisation(s) by which the author(s) is/are employed.
The Scottish Government is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Scottish Government commissioned the research but has not exercised editorial control over the report.
This report and research findings are published by
Education Analytical Services,
Scottish Government,
Victoria Quay, Edinburgh, EH6 6QQ.
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