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VSU Pilot Project for Assessment of Prior Learning Federally funded grant to USG for Transition to Teaching VSU was chosen to host the pilot for the system.

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Presentation on theme: "VSU Pilot Project for Assessment of Prior Learning Federally funded grant to USG for Transition to Teaching VSU was chosen to host the pilot for the system."— Presentation transcript:

1 VSU Pilot Project for Assessment of Prior Learning Federally funded grant to USG for Transition to Teaching VSU was chosen to host the pilot for the system Working group has completed 18 months of planning with training on assessment that leads to certification We would like to expand the program beyond the Transition to Teaching

2 What options are currently available for receiving credit for prior learning? CLEP (The College-Level Examination Program®) AP (Advanced Placement) DANTES Testing (Defense Activity for Non-Traditional Educational Support) ACE Credits Departmental Examinations Documentation Assessment/Portfolio A maximum of 30 semester hours can be earned through any combination of CLEP, credit by departmental examination, correspondence courses, extension work and advanced placement (AP) (see page 70 of the catalog ).

3 Possible Documentation for a Portfolio: Combines the portfolio with other examples of achievement. For example, with products, performance simulations, interviews, oral exams, and skills demonstrations: –Products may include a selection of fine art, computer software, poems, books, stories –Performances may include dance, music and theatre and may be live or video taped –Simulations such as role play. Useful when it is either too expensive or impractical to bring in actual products or to arrange a live performance –Interviews and oral exams provide a more personalized assessment which may clarify areas of learning –Skills demonstrations assess hands on learning such as competence in operating special equipment or conducting lab experiments With a portfolio, learners are able to demonstrate how acquired competencies match what would have been learned from completing a formal course.

4 Typical Documentation and sections in a Portfolio: Portfolio Contents –Cover page: name, address, phone number, title of course equivalency requested and table of contents –Chronological record: details of significant activities including work experience, volunteer experience, and non-formal learning –Statement of educational and career goals (approximately 500 words) –Description of competencies, knowledge and skills –Materials: such as job descriptions, performance appraisals, transcripts, samples of work, testimonials, certificates of attendance, previous credentials, samples of presentations or written reports, awards and any other materials that document evidence of knowledge of the assessed subject area –Narrative: to convey to the assessor that the learner has acquired the knowledge applicable to the course description under assessment Combinations of Exams and Portfolio may also be used at departments’ discretion

5 Imagine courses that might fit documentation portfolios: Learning outcomes that may be achieved in jobs or careers Verbal expression in work-related presentations Skills used on the job that provide theoretical as well as practical knowledge with time and experience

6 Documentation Always Relates to Specific Learning Outcomes REL 3530/PHIL 3530 Christian Ethics To introduce students to basic sources, methods, and norms in Christian ethics. To help students acknowledge diversity and pluralism in Christian Traditions. To help students learn to think critically about their own taken-for-granted ethical, theological, and Biblical interpretive assumptions. To help students think constructively about the role of Christian Churches in addressing contemporary issues in social justice and cultural transformation.

7 Potential Documentation for PHIL 3530/REL 3530 ■Sample demonstrations, parts of courses completed or taught by the student in the context a church or house of worship ■ Evidence and written reports from social justice activities or community service ■ Letters from religious leaders, clergy, or community service co-workers ■ Interviews, oral or written examination, oral presentations ■ Documented familiarity with the variety of religious traditions in a particular region, as a result of ecumenical activities, outreach, service learning, or community service ■ Successful grants written for faith-based programs, community service, schools, church ■ Performance evaluations


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