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This article explores a new model for assessing prior learning that encourages students to think critically. It begins by introducing the reader to the concepts of prior learning assessment and critical thinking. It then describes specific assignments to promote critical thinking in prior experiential learning assessment, as well as in field study, exercises, simulations, and other forms of experiential learning.

An experiential learning program to meet teachers' needs as a model of appropriate membership and leadership roles in discussion is described. The use of imagery and its influence on the methodology of the program are described, and evidence from teacher transcripts is discussed. It is concluded that effective discussion is the external evidence of having learned to communicate with others in a group and that the use of imagery is an indicator of discussion at its deepest level of communication.

Despite extensive research on feedback and almost complete agreement on its power to effect learning, there is little theoretical understanding of the concept. Its ultrabroad definition and difficulties operationalizing both its causal mechanisms and the learning it supposedly effects have hampered understanding. The particular language used favors certain explanations and lines of research over others. Implications for group facilitation and the design of experiential learning programs are discussed.

ABSTRACTThis paper addresses the important relationship between production and operations management (POM) and information technology. An approach to POM education is presented in which information technology is used to create an experiential learning environment that integrates the topics taught in POM courses. Results of an implementation of the proposed approach are presented and implications are discussed for POM education.

Contends that a typology of skills based on a framework of learning
styles and experiential learning theory, rather than a framework of job
performance or some other personality construct, provides a language and
guidance for assessment methods to describe knowledge at the performance
level of adaptation. It requires development of the concept of learning
skills which are: domainspecific and knowledge‐rich; descriptive of an
integrated transaction between the person and the environment; and
developed by practice. Reviews and reports data from numerous studies to
establish the ESP′s reliability, relational validity, criterion validity
and construct validity. The ESP can be used as a vehicle for providing
personal and organizational feedback on skills, and expectations and
intent regarding skills in jobs and development programmes.