Module III – Affective Learning
In terms of validation process, “the level of qualifications/experience of assessors is one key element for quality assurance”. (European guidelines for validating non-formal and informal learning. 2015)
At the beginning of the InnoVal project, a study was carried out by the partners, which focussed not only on the barriers and enablers regarding the use of alternative assessment methods for validation of non-formal and informal learning (VNFIL) and the needs regarding policies and practices related to their use, but also on the needs of the target groups involved in various non-formal learning contexts.
Module III is based on the results from the report Mapping the Needs of InnoVal Target Groups, showing the need to:
- Familiarise assessors and learners with a range of assessment practices
- Avoid practices/methods that reproduce the anxiety assessees may have experienced in school
- Ensure assessors are available to learners and increase their trust rather than discourage them in assessment contexts.
To answer to these needs, the present Module will address issues regarding affective learning, which is “the acquisition of behaviours involved in expressing feelings in attitudes, appreciations, and values” (Mosby’s Medical Dictionary, 9th edition. 2009). Affective learning has a great impact on the motivation of learners to engage in their learning process and on the involvement of assessors/counsellors in that process and the way they see and interact with learners, promoting a good learning environment, positive for all.
Bearing in mind the diversity of learners whose skills and knowledge are validated through VNFIL processes, this Module also addresses capacities needed by assessors, including for core functions, problem solving, defining and achieving objectives with learners avoiding bias in the assessment environment, as well as to understand and deal with learners’ development needs in a broad context and in a sustainable manner.
Thus, the main objective of Module III is give some suggestions on how the challenges may be addressed by assessors and counsellors.
Visual case studies
Originally a theory developed by an American Professor of Psychology. In Flanders, (Belgium) it is used by the Employment Counselling Services. Growth Mindset is not so much a tool but the understanding that we can develop our abilities and intelligence. Research has shown that our implicit beliefs about the nature of intelligence can have a great impact on our achievement. Growth Mindset leads to a focus on learning, increased effort and a willingness to learn from mistakes. It is a
theory that ideally forms the ground of any type of inclusive assessment tool. Any individual regardless of their socio-economical context can be the target group, both assessors and assesses are targeted.
Other modules
Module I
Introduction
Module II
Innovative Methods for Validation of Non-Formal and Informal Learning
Module IV
Barriers and Enablers to the Validation of Non-Formal and Informal Learning