1. Competency-Based Prior Learning Assessment Guides The Next Generation
Prior Learning Assessment (PLA)
Competency-Based Learning
Competency-Based PLA Topic Guides
Competency Frameworks
This project used multiple competency-based frameworks and research to shape the guides:
Global Learning Qualifications Framework (GLQF)
Beta Credentials Framework
Resiliency Framework
Metaliteracy Framework metaliteracy.org
Degree Qualifications Profile
AAC&U Value Rubrics
Bloom’s Taxonomy Teacher Planning Kit
Competencies are:
knowledge and skills - what one knows and can do
observable and measurable
teachable – they are learned
transparent – are identifiable and articulated
traceable – can be described as to what, when and how they are acquired
translatable –can be mapped and equated
transferable – are reciprocal and can be interchanged
Competencies exist at all levels and contexts of a learner’s life.
Communication
College Writing
Business Communications
Public Speaking
Mathematics
College Mathematics
Business
Collective Bargaining
Leadership
Management
Customer Service
Diversity in the Workplace
Human Services
Case Management
Conflict Resolution
Computers
Introduction to Programming
Computer Science I
Computer Science II
Protective Services
Juvenile Justice
General
General PLA Guide
PLA Course
PLA is the process by which verifiable learning acquired outside of traditional learning environments is assessed for college-level credit.
Prior Learning is acquired through:
Formal Learning (non-collegiate instruction)
Non-Formal Learning (Workshops)
Informal Learning (Personal experiences & study through work and life)
Individualized PLA Portfolio Assessment
Individualized PLA Portfolio Competencies
Competency 1: Identify your learning
Name your learning
Describe how you gained your learning
Describe your learning
Competency 2: Use your learning
Describe specific challenges and solutions
Learning from challenges
Learning in new situations
Competency 3: Position your learning
Link your learning to other learning
Place your learning in a broader context
Identify ethical considerations
Competency 4: Communicate your learning
Articulate and demonstrate your learning
Dialogue about your learning
Prepare to be evaluated on your learning
Technologies Used
OneNote™
Housed information for all groups
All Professional Development Materials
Working environment
Sagence Learning™
Competency-Based platform
Students document their learning
‘Sandbox’ area
Submission area
Faculty provide dialogue and feedback
Faculty Evaluator assesses results
Rubric for assessment open to all constituents
What is in a Guide
Student Struggles with PLA
Competency Statements
Sub-Competencies
General background information – encourages students to describe learning beyond simple general knowledge
Questions to prompt students to describe their relevant learning and experiences
Scenarios to provide context and determine additional learning
Rubric – three anchors
Approaches
Meets
Exceeds
Directions for submitting final essay
Describe what has been learned rather than what has been done
Reflect on learning – many have not been asked to do deep reflections on their learning
Self-assess learning – few have ever assessed their own learning, although this is a critical competency for work and life.
Articulate learning – very difficult to describe one’s learning in such a way that someone else can evaluate for college credit.
For more information, contact:
Dr. Nan Travers, Director
Center for Leadership in Credentialing Learning
SUNY Empire State College
Twenty (20) faculty and nine (9) professional staff from the college and an instructional designer from Sagence Learning were involved in the two-year project.
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