1. Marcus Tillery, PhD - Dean Richard P. Coe, PhD – Asst. Dean School of Applied Science and Technology Thomas Edison State College

2. *Five Tenets of Adult-Oriented Assessment and Related Learning Learning is derived from multiple sources. Learning engages the whole person and contributes to that person’s development. Learning and the capacity for self-direction are promoted by feedback. Learning occurs in context; its significance relates in part to its influence on those contexts. Learning from experience is a unique meaning-making event that creates diversity among adults. Adulthood brings an expanded capacity of experiential learning, self-direction and self – assessment. Working adults are unlikely to have the same sources of learning as younger people recently in educational systems. *Adapted from Kasworm & Marienau, CAEL,– Jossey-Bass, 1997

3. Experiential Learning ( Lamdin, Lois – CAEL – Earn College Credit for What You Know, Third Edition, 1992) “A man who carries a cat by the tail learns something he can learn in no other way (Mark Twain) Much learning that adults have acquired is “experiential” Experiential learning is critical to the process of developing a multidimensional individual The transformation of experience into learning is the true university of adulthood What you have learned through experience, whether translated into credit or not, is the most important learning a person acquires.

4. Portfolio Assessment is not for Everyone Have acquired knowledge and learning that is equivalent to college level course material Are interested in earning college-level credit Can define their learning in terms of academic courses Have applied knowledge in some subject areas such as management, marketing, finance, technology, arts, communications, merchandising, public relations, global business, etc, etc, etc. Have learning that can be supported by documentation (letters, certificates, licensures, performance appraisals, etc. etc.) Have the ability to analyze life experiences and articulate the knowledge gained from those experiences. Have college-level writing skills Can produce a diverse list of resources that supports college – level learning. Have the desire and motivation to expand upon their current knowledge base to college level learning and achieving a higher level college degree.

5. *Credit awarded for learning not experience *College credit awarded only for college-level learning *Credit awarded for learning that has a balance, appropriate to subject, between theory and practical application *Competence levels/credit awards be made by subject matter/academic experts

6. CAEL Standards Relevant to Assessment of Prior Learning College credit only awarded for college-level learning and not experience. Assessment based on standards and criteria for the level of acceptance of learning. Assessment should be an integral part of learning and based on an understanding of learning processes. Determination of credit awards and competence levels must be made by academic and/or appropriate subject matter experts. Academic credit or other credentialing should be appropriate to the context in which it is awarded and accepted.

7. Steps in Assessing Prior Learning and Portfolio Assessment Student applies/accepted as matriculated for baccalaureate study. Student and Academic Advisor complete an Advisor Approval Form (AAF). Student submits Individual Learning Contract (ILC), AAF, and payment and enrolls in on-line Portfolio Development course. Development of portfolio (petition for academic credit) begins on line. Student can send all or pieces for review/comment and feedback. Student submits portfolio for evaluation on-line and/or hardcopy. Academic Affairs appoint Faculty Evaluator (s) to evaluate portfolio, grants on-line access. During evaluation FE can request an addendum to enhance quality of evaluation. FE makes decision (award credit petitioned – award less credit – deny credit). If credit is denied, student can appeal to Dean, Academic Affairs. Dean AA will appoint 2 nd Faculty Evaluator, grants on-line access. Second FE reviews and makes credit recommendation. If 2 nd FE denies credit then appeal is concluded. Denial of credit does not appear on transcript. Final credit award placed on student transcript.

8. -All transfer/prior learning credits posted -Academic Advisor/student identify remaining courses/schedule -Depending on background and experience a student could potentially complete their Bachelor Degree in 12 – 18 months.

9. FAQ – Assessment of Prior Learning and Portfolio Assessment (CAEL) 1. Why prepare an outline of the narrative? An outline helps students stay organized, focused, and covers the course content. The outline also assists evaluators who read the narrative to determine if the student’s learning was appropriate to the course topics. 2. What methods can be used to organize the narrative? There are several methods for organizing the narrative. The narrative can be organized topically, chronologically, theoretically, or by using a step by step organizational pattern. Students should select the organizational pattern or combination of patterns that best matches the subject matter being discussed 3. How long should the narrative be? The answer depends on how many credits are being petitioned and in what subject area. A petition for a 3-credit course may require five (5) to seven (7) pages or more of discussion. An upper level course (generally 300- level or higher) may require a lengthier discussion. Students should start a new narrative for each subject area being discussed (for example Business, Fashion or Computer Science).

10. FAQ – Assessment of Prior Learning and Portfolio Assessment (CAEL) 4. Do I have to cover every component of the course description or every outcome of the course in my narrative? Students should cover the most critical components of the course in their narrative. Certainly, if a topic is listed in the course description, it should be covered in the narrative. If there are too many topics to cover in one narrative, the student can combine the topics or describe several topics in one section. 5. Do I need to understand research theory related to the course? Yes. If the course requires a component of theoretical understanding the student should include their knowledge and understanding of the theories, principles or major contributors to the field. The narrative is not a term paper but an explanation of how the principles provide a framework for understanding experiences. For instance, a young supervisor may be dealing with a difficult employee. After a brief explanation of management or HR theory, the student can describe how the theory was applied to a specific incident he/she encountered when dealing with the subordinate employee.

11. FAQ – Assessment of Prior Learning and Portfolio Assessment (CAEL) 6. Do I have to write in the first person? Yes. Students are describing their learning, so the narrative should be written in the first person. 7. What if my narrative sounds more like an essay on ideas I have learned rather than a personal narrative? Students often make the mistake of writing the narrative as if they were writing a textbook or an advice manual on the topic. To add personal learning experiences, review the strategies for adding details. 8. Where can I receive assistance with writing my narrative? Portfolio courses generally require a textbook that provides detailed guidance on how to develop a portfolio. Students can also use a writing service to get tutoring on writing the narrative. If using an online writing service, it is recommended that the student explain to the tutor that the narrative is first person. It is strongly recommended that students fulfill their written English requirement before writing the portfolio.

12. FAQ – Assessment of Prior Learning and Portfolio Assessment (CAEL) 9. How is the portfolio evaluated? The student must demonstrate a 70 % (C) mastery to receive credit. The portfolio is graded on a credit/no credit basis and does not affect the student’s grade point average. The Faculty Evaluator(s) can make the following credit recommendations: -Credit recommended. Student has demonstrated and documented college level learning for courses being petitioned (considered at a 70% (C) grade or higher level). -Credit recommended with changes. Faculty Evaluator(s) recommend credit with changes to the course title or amount of credit. -Addendum is Requested. Faculty Evaluator(s) need additional explanation or documentation to make a credit recommendation. -No credit recommended. Student did not demonstrate and document sufficient learning in the course being petitioned.

13. FAQ – Assessment of Prior Learning and Portfolio Assessment (CAEL) 10. What if credit for my portfolio is denied? If a portfolio is denied for credit, the denial is not recorded on the student’s record and there is no affect on a student’s grade point average. Portfolio fees are based on the amount of credit petitioned and reviewed, so the portfolio fees are not refunded. 11. What if the Faculty Evaluator(s) requests an addendum? If an addendum is requested by the Faculty Evaluator(s), the student will have Thirty (30) days to resubmit the portfolio with the requested addendum to the FE. You should follow the exact recommendations of the Faculty Evaluator(s). Once the addendum is submitted, the Faculty Evaluator(s) can recommend credit or no credit. 12. Is a reference page of sources required? A reference page should be included on the last page of the narrative if a source is cited or discussed in the narrative. If you studied numerous sources of information an annotated bibliography should be included in the documentation section.

14. FAQ – Assessment of Prior Learning and Portfolio Assessment (CAEL) 13. How many documents do I need to include in the documentation section of the portfolio? The amount and type of documents depends on the number and type of courses being petitioned. Generally, students should include five (5) or more documents per course being petitioned that verify the learning. 14. What if I can’t find documents to verify my experience? Often students identify documentation options for verifying their experiences while writing the narrative. The narrative explains the learning and the documents verify the experience. Documents such as human resources records, performance reviews, business receipts, screen shots of electronic documents, digital photos of collections of artwork, letters from colleagues or supervisors, or even tax records (numbers can be blackened) can be used for verification. Documents such as computer codes can be recreated by the student if the original copy cannot be found. You should brainstorm documentation options with your Portfolio Development instructor and classmates. If no documentation is available to verify the learning, the student may consider using other methods of prior learning assessment such as testing.

15. FAQ - Assessment of Prior Learning and Portfolio Assessment (CAEL) 15. Preparing a portfolio seems like a lot of work. What are the rewards? Thousands of students have used the portfolio method to earn college credit for what they know. The rewards students mention include the satisfaction of earning credit toward their degree goal and the recognition of their accomplishments. Students also benefit from the prior learning assessment process by taking an audit of their lifelong learning and preparing a resume - both valuable tools for career and job development. One study concluded that students who completed a portfolio (compared to students who did not) showed higher levels of critical thinking because of their ability to reflect on their life experiences. The reflective writing skills required for preparing the narrative has helped many students gain confidence when completing future college coursework.

16. Portfolio Development Strategies in Industries, Businesses and Professions Nuclear Fashion Education Management Nursing Aviation

17. Marcus Tillery, PhD - Dean Richard P. Coe, PhD – Asst. Dean School of Applied Science and Technology Thomas Edison State College Thank you, any questions?