Article: The question of entry assessment or how can we assess previously acquired knowledge? Main research findings and implications for practice Journal: International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL) 2002 Vol.12 No.1/2/3/4 pp.31-44 Abstract: Today|s most vivid picture of assessment is the realm of assessment as a tool for learning. Where in the past, we have seen assessing only as a means to determine grades and thus qualifications, we now start realising that the potential benefits of assessing are much greater than that and that we should apply these in all stages of the learning process. Assessing previous knowledge offers such an opportunity. In this contribution we will outline some of the major possibilities we see for assessing previous knowledge and skills and their implications for educational practice. We intend to give answers to five questions. What is prior knowledge? Does prior knowledge have any effect? How can we assess prior knowledge? Are there pitfalls to avoid when assessing prior knowledge? How can we make use of the results of the assessment of prior knowledge? Starting with the results of a review conducted to obtain empirical evidence of the effect of prior knowledge on student outcomes, we elaborate on the methods used to assess prior knowledge and we discuss the use of so-called flaw assessment methods. Further, we describe the use of knowledge profiles. In the conclusion, the implications for educational practice are presented. Inderscience Publishers - linking academia, business and industry through research

Title: The question of entry assessment or how can we assess previously acquired knowledge? Main research findings and implications for practice

Authors: Filip Dochy, Mien Segers, Joelle Pletinckx

Addresses: Department of Instructional Science, University of Leuven, Vesaliusstraat 2, 3000 Leuven, Belgium. Dept. of Educational Development and Research, School of Economics and Business Administration, University Maastricht, PO Box 616, 6200, MD Maastricht, The Netherlands. Dept. of Educational Innovation and Information Technology, School of Law, University Maastricht, PO Box 616, 6200 MD Maastricht, The Netherlands

Abstract: Today|s most vivid picture of assessment is the realm of assessment as a tool for learning. Where in the past, we have seen assessing only as a means to determine grades and thus qualifications, we now start realising that the potential benefits of assessing are much greater than that and that we should apply these in all stages of the learning process. Assessing previous knowledge offers such an opportunity. In this contribution we will outline some of the major possibilities we see for assessing previous knowledge and skills and their implications for educational practice. We intend to give answers to five questions. What is prior knowledge? Does prior knowledge have any effect? How can we assess prior knowledge? Are there pitfalls to avoid when assessing prior knowledge? How can we make use of the results of the assessment of prior knowledge? Starting with the results of a review conducted to obtain empirical evidence of the effect of prior knowledge on student outcomes, we elaborate on the methods used to assess prior knowledge and we discuss the use of so-called flaw assessment methods. Further, we describe the use of knowledge profiles. In the conclusion, the implications for educational practice are presented.

Keywords: entry assessment; prior knowledge; previously acquired knowledge.

DOI: 10.1504/IJCEELL.2002.000420

International Journal of Continuing Engineering Education and Life-Long Learning, 2002 Vol.12 No.1/2/3/4, pp.31-44

Published online: 16 Jul 2003 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article

Title: The question of entry assessment or how can we assess previously acquired knowledge? Main research findings and implications for practice

Keep up-to-date