Most postsecondary institutions use techniques for assessing or validating extrainstitutional learning. The three major types of extrainstitutional learning are learning that is assessed by credit-by-examination programs, training for which credit is recommended by the American Council on Education, and experiential learning that is assessed individually. These techniques apply most to adult students who will make up 47% of college students by 1990. This study compared academic achievement of nontraditional students who had significant amounts of extrainstitutional learning with achievement of traditional students. The subjects were graduates of a university college program over an 8-year period. Achievement was measured by quality point average and other ways. Achievement of nontraditional students did not differ significantly from that of traditional students. There was negligible correlation between either age or number of extrainstitutional credits with quality point average. These findings empirically supported current national policies and institutional practices regarding recognition of extrainstitutional learning. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3681. / Thesis (Educat.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77749 |
| Contributors | ROSE, RUFUS EDWARDS, JR., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 97 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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