PRIOR LEARNING ASSESSMENTConsiderations of Policies and Practices

Presented by:Nan Travers, PhD

Joseph Villa

WHAT IS IT?Prior Learning Assessment (PLA)

PLA has many different names…

• Prior Learning Assessment (PLA)

• Prior Learning Assessment & Recognition (PLAR)

• Assessment of Prior Learning (APL)

• Assessment of Prior Experiential Learning (APEL)

• Recognition & Validation of Non-formal & Informal

Learning (RVNIL)

Definition

PLA is the process by which verifiable learning acquired outside of traditional learning environments is assessed for college-level credit.

Life Experiences

Professional Training

Prior Learning

Assessment

Personal Learning

PLA has been around for over

60 years!

College-Level Learning

Formal Learning

Non-Formal

Learning

Informal Learning

PLA Provides Students Opportunities

•Earn college credit for learning outside of the classroom.

•Complete degrees sooner at a lower cost.

PLA Processes: Student & Institutional

Recognize learning

Validate learning

Credential learning

PLA is not just one method or tool!

Reflect on learning

Self-Assess

learningArticulate learning

Institutional Process

Student Process

Many options for PLA

Traditional Transfer Credit• Assessment

based on criteria developed by other accredited intuitions

Pre-Evaluated Learning • Assessment based

on expected learning prior to the learners engagement– usually evaluated by an outside entity (e.g., ACE, NCCRS).

Portfolio Assessment • Assessment based

on the individual learner’s knowledge

Pre-Evaluated Learning: Professional Learning Evaluations

• American Council on Education (ACE)—evaluated college and graduate level learning acquired through formal learning experiences in organizational settings and through military occupations and training. www.acenet.edu

• National College Credit Recommendation Service (NCCRS) – evaluated college level learning acquired through formal learning experiences in organizational settings. www.nationalccrs.org

• Regionally Accredited Institutions – Some institutions evaluate professional programs with faculty teams

• Empire State College Thomas Edison State College of NJ• Excelsior Charter Oak College of CT• Vermont State Colleges Granite State College of NH

Pre-Evaluated Learning: Examinations

Standardized:

• College Level Examination Program (CLEP) Exams— Developed by the College Board, with ACE credit recommendation

• Advanced Placement (AP) Exams—Developed by the College Board and evaluated by ACE for college level credit recommendation

• DSST Credit by Exam Program—Administered through Prometric, college level exams, with ACE credit recommendation.

• UExcel Excelsior College Examination Program—a credit-by-exam, computer based program offered through Excelsior College

• Thomas Edison College Examination Program (TECEP) - a credit-by-exam, computer based program offered through Thomas Edison State College of New Jersey

• New York University Proficiency Testing in Foreign Languages – proctored college-level exams in more than 50 languages

Non-Standardized Challenge Exams—Local tests developed by a college to verify learning achievement

Evidence-Based

Portfolio

Workshop or course

Learning essay

Supporting documentation

Portfolio Assessment of Prior Learning

Evaluation Process

Where do we see portfolio assessment already?

• Institutional and program accreditation

• Academic program reviews

• Faculty tenure process

RESEARCH ON PLA

PLA Program Practices

• PLA Policies• State• Regional Accreditation• Institution

• Program Structures• Barriers• Enablers• Best Practices

• Assessment Practices• Credit application• Assessment Processes

• Faculty Development• Program Review

Program practices vary Lack of institutional understanding overall Faculty concerns about integrity Lack of faculty awareness Lack of professional development for faculty and assessors Almost no programs had formal review

Institutional Outcomes

• Single Institutional Studies • Retention, Persistence, Graduation

Rates, • GPA• Career Opportunities, Salary Increases

• CAEL study (2010)• Examined student data from 48 institutions,

across US and Canada• Significant increases based on PLA

participation• PLA Students had higher graduations rates, • Persisted longer and • Took more credits at institution than non-

PLA counter parts

Research on PLA

Research on PLA

Participation in PLA increases students’:

• Reflection• Problem-solving and tacit

knowledge• Self-regulation/self-

awareness/self-direction• Study Skills• Understanding of the role of

faculty/mentors

Student Outcomes

SUNY TAACCCT GRANT

SURVEY ON PLA POLICIES

Understanding the nature of PLA programs across TAACCCT partner institutions

Survey on PLA Practices

Purpose of Survey

• Inventory of PLA policies, procedures and practices across partner institutions that are already in place

• Gather information to assist in the development of training materials, resources and workshops related to PLA

TAACCCT Empire State College Grant deliverables:

• Provide leadership to conduct research on PLA programs across partner institutions

• With PLA Advisory Board:• Benchmark current PLA base & best

practices • Create recommendations for

consistent policies and corresponding processes to identify and award credit for work-based experiences of TAA-eligible workers and veterans

• Create recommendations to align PLA transferability across SUNY System

• Conduct PLA training, as needed

Tim

elin

e 10/21/13

• Introduction to survey• Survey will be sent out to partner institutions

11/4/13

• Survey is due from partner institutions

12/2/13

• Follow-up up webinar (11am – 12 noon) to share preliminary survey results. https://sas.elluminate.com/m.jnlp?sid=2012301&password=M.0EBAA093E7EAC48E30B83B630819CA

• Name representatives to PLA Advisory Board

12/13-

2/14

• PLA Advisory Board meetings

3/14

• PLA Base and Best Practices Recommendation report due to SUNY• Dissemination of recommendations and next steps

POLICIES, PROCEDURES & PRACTICESWhat is the survey asking?

Philosophy Practice

Every practice has an underlying philosophy

Understanding Philosophy

Align Policies to Philosophy

Align Practices to

Policy

Key Areas to Consider

1. Philosophy, Mission, Policies

2. Institutional Support

3. Program Practices• What is accepted for credits and how are they applied?• What strategies are in place to ensure equality and

integrity?

4. Recruitment and Training of PLA evaluators

5. Program Evaluation

Five Critical Factors in PLA Programs(Hoffman, Travers, Evans & Treadwell, 2009; Travers, 2013)

I. Institutional Philosophy and Mission

Philosophy statements • Does your institution’s philosophy and/or mission

statement support PLA?

Policies that support PLA practices• Does your institution have specific policy on PLA to guide

your practice?

II. Institutional SupportFinancial Support

What types of financial supports are in place for students to cover PLA costs?

Administrative Support

What types of messages do the administration share with the college regarding PLA?

Faculty Buy-In

How would you describe the overall support that faculty express towards PLA?

III. Program Practices• How do students learn about PLA opportunities?

• In what ways can students demonstrate prior learning at your institution?

• Which Academic disciplines are currently involved in prior learning assessment?

• Which of the following requirements can be met using PLA credits at your institution?

• Who makes the final approval of the PLA credits and how they apply to the degree?

• How do you transcribe PLA credits?

IV. Individualized PLA Portfolio Assessment

• Do you offer an individualized prior learning portfolio assessment option to your students? If not, are you planning to?

• How do students learn how to document their learning and develop a portfolio for assessment?

• Which of the following components of a PLA portfolio are submitted to be evaluated?

• What are standard institutional practices for the types of evidence of the student’s learning that an evaluator uses during the assessment process?

• What strategies do your evaluators use to measure college-level learning in assessing the individualized PLA portfolios?

Evaluator’s Credit Recommendation

• What must an evaluator submit to the college after evaluating the student's learning?

• Who makes the final approval of the PLA credits and how they apply to the student’s degree?

V. Evaluators for Portfolio Assessment

• How many evaluators conduct the PLA portfolio assessment?

• What percent of the following are included in your pool of evaluators? (Internal versus external evaluators)

• How does your program recruit evaluators?

• What qualifications do you look for in hiring evaluators?

Evaluator Training

• How do you train your evaluators?

• What are your most common topics for evaluator training?

• How do you evaluate your evaluators?

VI. Program Improvement

• How do you maintain consistency and academic quality across your PLA options?

• How do you evaluate your PLA program?

• What types of information and resources do you think will be the most helpful for your institution to learn more about different types of prior learning assessment?

• What areas of your prior learning assessment program do you want to improve or expand?

• What information on assessment strategies would be helpful to you and your faculty for evaluating college level learning?

For Additional Information:

Office of Collegewide Academic ReviewSUNY Empire State College1 Union AveSaratoga Springs, NY 12866

Joseph Villa, Senior Academic Review Specialist(518) 587-2100 x2548 joseph.villa@esc.edu

Nan Travers, Ph.D., Director(518) 587-2100 x2728 nan.travers@esc.edu