| This study was concerned with gathering and analyzing data relative to the practices utilized by the Council for the Advancement of Experiential Learning (CAEL) member institutions in the assessment and academic recognition of nonsponsored experiential learning. The theoretical basis for the study was drawn from Argyris and Schon's theory of professional practice, which describes human behavior in terms of theories-in-use and espoused theories.;Problem. This study focused on determining: (1) how nontraditional assessment practices were integrated into traditional academic structures, and (2) how practitioners evaluated their assessment and credentialing process.;Purpose. The primary purpose of this study was to investigate the frequency with which specific assessment and academic recognition practices were being implemented by practitioners of nonsponsored experiential learning assessment programs and to investigate the degree to which these practices were valued by these same practitioners as being effective in facilitating the goals and objectives of their nonsponsored experiential learning assessment programs.;Methodology. A modified version of a CAEL instrument was developed, validated, and mailed to the CAEL institutional membership. Each questionnaire contained a letter of support from Dr. Morris Keeton, President of CAEL, and Dr. William Arceneaux, Commissioner of Higher Education for the State of Louisiana. One hundred eighty-nine (66.5%) instruments were returned of which 162 (57.0%) were deemed useable for the study. The data were subjected to the Chi Square Test, and comparisons were made between the frequency of practice scale, the value rating scale, and the six independent variables.;Selected Findings. The findings of the study suggest that practitioners were generally consonant in how they applied and valued assessment and academic recognition practices. They were, however, uncertain concerning appropriate practices for the transfer of nonsponsored experiential learning, compensating faculty assessors, and assigning an assessment fee to students for the assessment services. |
