When flexibilising learning, translating personal learning experiences - formally, non-formally or informally acquired - into recognizable learning outcomes is a critical success factor. This translation can be organized effectively in a dialogue between student and university-teacher through the validation of personal learning outcomes in a portfolio-steered process. Such dialogical validation is facilitated in the Netherlands at Utrecht University AS in teacher-training.

Dialogic validation is defined as learning-independent assessment of prior learning experiences and advise on further learning, aiming at realising a personalized learning trajectory. The learner and the ‘teacher’ act together – in dialogue – as co-designers of this process. It is a step forward from analytical assessment towards a holistic approach in which the learner is assessed as a complete and unique individual in her prior learning, working and living experiences.

The result of dialogic validation is a personalised learning process in terms of content, form and meaning for the learning outcomes that a student still needs to achieve!

Dialogic validation has been introduced in bachelor-programmes for teachers in basic education (groepsleerkracht) and in secondary education (zij-instroom). The results in 2018 were respectively 170 and 80 students accessing such a personalised, dialogical programme.