1. CAEL Prior Learning Assessment Prior Learning Assessment “PLA 101” CAEL

2. Prior Learning Assessment uWhat is Prior Learning Assessment, or ‘PLA’? l The evaluation for college credit of the knowledge and skills one gains from life experiences (or from non-college instructional programs) including employment, parenting, travel, hobbies, and volunteer service.

3. CAEL Prior Learning Assessment uFour Approaches to PLA: l Nationally standardized exams in specified disciplines l ‘Challenge’ exams for local courses l Evaluated non-college programs l Individualized assessments

4. CAEL Prior Learning Assessment uTypes of Standardized Exams: l AP Exams l CLEP Tests l Excelsior College Exams l DANTES Subject Standardized Tests (DSST)

5. CAEL Prior Learning Assessment uMore on Advanced Placement (AP) Exams: l 34 Exams in 19 subject areas l Common for high school students l Run by the College Board l 74% within CAEL survey use them

6. CAEL Prior Learning Assessment uMore on College Level Examination Program (CLEP) Tests: l 34 tests of “101”-level material l 3 to 12 credits for each exam taken l 5 million users since 1967 l 79% within CAEL survey use them

7. CAEL Prior Learning Assessment uMore on Excelsior College Exams (aka Regents College; ACT/PEP) l Proficiency-based exams l About 40 exams in many areas l Excelsior College (New York) l 31% within CAEL survey use them

8. CAEL Prior Learning Assessment uMore on DANTES Subject Standardized Tests (DSST): l Developed for the military, available to civilians l Nearly 40 exams in many areas l Run by Chauncey Group Int’l of ETS l 53% within CAEL survey use them

9. CAEL Prior Learning Assessment u“Challenge” exams of local courses: l At institutional discretion, using locally-developed tests/exams l May be final exams of courses l 63% within CAEL survey use them

10. CAEL Prior Learning Assessment uEvaluated non-college programs of instruction (externally evaluated): l American Council on Education “National Guides” with credit recommendations l Hundreds of organizations and programs, military & civilian l 68% with CAEL survey use military guides, 34% use civilian guides

11. CAEL Prior Learning Assessment uIndividualized assessments (of students and of programs): l Portfolio process – 48% within CAEL survey use this approach l College-based assessments of external certifications – 17% within CAEL survey use this approach

12. CAEL Prior Learning Assessment uData source: l Prior Learning Assessment: A Guidebook to American Institutional Practices (1999) published by CAEL.

13. CAEL Prior Learning Assessment uCAEL’s early history in PLA: l 1977 – CAEL Validation Report l 1977 – Principles of Good Practice l 1979 – ACE, COPA, & AACRAO endorse PLA & CAEL Principles l 1979 – 1 st CAEL Survey of PLA Practices

14. CAEL Prior Learning Assessment uCAEL today: l Has 700+ members l Consults with employers and colleges about PLA and “adult- friendly” other service features l Also manages tuition reimbursement programs for a workforce of 500,000 for clients

15. CAEL Prior Learning Assessment uWhy Portfolio PLA? 3 MYTHS – l PLA depresses enrollment. l Tests are rigorous but portfolio PLA is not. l Only ‘weak’ or ‘lazy’ students want PLA.

16. CAEL Prior Learning Assessment uWhy PLA? Enrollment effects: l PLA students often enroll for more (not fewer) courses vs. those with no PLA credits. l 2001 Simpson College study: 75% retention with PLA vs. 38% for those without PLA.

17. CAEL Prior Learning Assessment uWhy PLA? Portfolio effects: l Portfolio PLA students show better complex problem- solving skills (vs. classroom) l 2002 University of Connecticut study in the Journal of Continuing Higher Education

18. CAEL Prior Learning Assessment uWhy PLA? PLA & Performance: l Portfolio PLA students tend to show higher cumulative GPAs l Studies in 1992 @ UMUC, and in 2003 among 1600 students in 4 Illinois public universities.

19. CAEL Prior Learning Assessment uWhy PLA? As a choice factor: l 2000 College Board study of 1500 adults who rated ‘credit for prior learning policy’ as more important than ‘small class size’ or ‘availability of financial aid’.

20. CAEL Prior Learning Assessment uHigher Learning Commission l Recommends “assessment of prior learning using principles advocated by such organizations as the Council for Adult and Experiential Learning (CAEL)…” l Source: Adult Degree Completion Programs, June 22, 2000

21. CAEL Prior Learning Assessment uPLA Endorsed: l See “Evaluation of Extra-Institutional and Experiential Learning for Purposes of Transfer and Award of Credit,” in the joint statement of American Association of Collegiate Registrars and Admissions Officers, American Council on Education, & the Council for Higher Education Accreditation, Sept. 28, 2001

22. CAEL Prior Learning Assessment uPLA Policy Considerations: l Federal level – PLA not aid-eligible l State level – Some states regulate PLA as an activity, setting ‘caps’ l Institutional level – ‘Faculty Senate’ program approval may be required l Department level – Academic disciplines vary in attitude toward PLA

23. CAEL Prior Learning Assessment uActivity: Discussion l Read the ‘Sally S’ Scenario. What questions about PLA does this scenario raise for you and your colleagues?

24. CAEL Prior Learning Assessment uHow Do Adults Learn? l The (David) Kolb Model of Experiential Learning l Source: Experiential Learning: Experience as the Source of Learning & Development, Prentice-Hall, 1984

25. CAEL Prior Learning Assessment uThe Kolb Model: 4 Dimensions: l Concrete Experience l Reflective Observation l Abstract Conceptualization l Active Experimentation

26. CAEL Prior Learning Assessment uKolb & ‘Learning Style’: l Concrete Experience: l Feelers: favor sensation l Reflective observation: l Observers: favor watching

27. CAEL Prior Learning Assessment uKolb & ‘Learning Style’: l Abstract Conceptualization: l Thinkers: favor abstraction l Active Experimentation: l Doers: favor activity

28. CAEL Prior Learning Assessment uKolb: people grow & develop: l Affectively: to sense/feel l Symbolically: to think l Behaviorally: to act l Perceptually: to observe

29. CAEL Prior Learning Assessment uPossible Portfolio Components: l Title Page / Summary l Statement of Credit Requested l Personal Goals Statement l Academic Degree Plan l Resume

30. CAEL Prior Learning Assessment uPossible Portfolio Components: l List of Learning Competencies l ‘Learning Autobiography’ l Academic Transcripts l ‘Certificated’ Learning l Other Evidence of Learning

31. CAEL Prior Learning Assessment uPossible Portfolio Components: l Bibliography of Readings l Course Descriptions l Letters of Recommendation

32. CAEL Prior Learning Assessment uDiscussion Question: l Given what has been said about adult learning theory, and the possible portfolio components, which of the components would you require of adults, and why?

33. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning: l #1 - Identification: Review experience to identify potentially creditable learning. l Faculty guide adults, often through a portfolio development course.

34. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning : l #2 - Articulation: Relate proposed credit to academic, personal, and professional goals. l A joint responsibility of the learner and faculty.

35. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning : l #2 - Articulation: an important additional note: Both assessors and those assessed must be clear about learning outcomes, not just the learning content!

36. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning: l #3 - Documentation: Prepare evidence to support the claim for credit. l Primarily for the learner to do, perhaps in a portfolio development course.

37. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning: l #4 - Measurement: Determine the degree and level of competence achieved. l Faculty must do this step.

38. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning: l #4 - Measurement: an additional note: there are multiple techniques to assess learning! Learner & assessor should agree upon approach.

39. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning: l #5 - Evaluation: Determine the credit equivalency. l Faculty must do this step.

40. CAEL Prior Learning Assessment u6 Steps to Assess Prior Learning: l #6 - Transcription: Prepare a useful record of the results. l Task of administration, with the advice of appropriate faculty.

41. CAEL Prior Learning Assessment uWhat is College Level Learning? l Curricular Characteristics: l Breadth: communication, arts & humanities, social sciences, etc. l Depth: in a disciplinary area l Integration: Coherence, synthesis l Rigor: demanding, challenging

42. CAEL Prior Learning Assessment uWhat ‘other’ techniques might be used to assess prior learning? l Performance tests (work samples) l Simulations (games, role-play) l Essays (learning autobiographies) l Interviews (structured, paneled) l Checklists, rating schemes

43. CAEL Prior Learning Assessment uWhat is College Level Learning? l Process Features: l Collaboration: between faculty & student, & between students l Self-reflection: on personal values l Scholarship: research basis

44. CAEL Prior Learning Assessment uWhat is College Level Learning? l Performance Domains: l Communication l Computation l Critical Thinking l Aesthetic & Ethical Awareness l Lifelong Learning

45. CAEL Prior Learning Assessment uWhat is College Level Learning? l Additional Characteristics: l Having a theoretical basis l Having generality beyond the context in which it was acquired l Having representation in existing college curricula

46. CAEL Prior Learning Assessment uACTIVITY: A Portfolio Excerpt l Let’s look at a segment of an actual student portfolio to test the preceding concepts …

47. CAEL Prior Learning Assessment uQuality Assurance Principles: l Source: Assessing Learning: Standards, Principles, & Procedures, by Urban Whitaker. CAEL: 1989 l (each followed by examples of malpractice of the principle..)

48. CAEL Prior Learning Assessment uQuality Assurance Principles: l #1 - Credit should be awarded only for learning, not for experience.

49. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 1: l Credit for ‘time served’ l Example: Following WWI & WWII, GI’s received 9 to 15 units for a year and a day of enlisted or commissioned duty.

50. CAEL Prior Learning Assessment uQuality Assurance Principles: l #2 - College credit should be awarded only for college-level learning.

51. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 2: l Credit for ‘progress’ or ‘effort’ rather than accomplishment. l Example: The ‘A’ for effort despite lack of competence.

52. CAEL Prior Learning Assessment uQuality Assurance Principles: l #3 - Credit should be awarded only for learning that has a balance, appropriate to the subject, between theory and practical application.

53. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 3: l Credit for incomplete learning, missing theoretical or practical components. l Question: Would you trust pilots or physicians who lacked either component?

54. CAEL Prior Learning Assessment uQuality Assurance Principles: l #4 - The determination of competence levels and of credit awards must be made by appropriate subject matter and academic experts.

55. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 4: l Implying or promising in promotional materials that credit is to be awarded for experience, when real judgments must be made by qualified assessors.

56. CAEL Prior Learning Assessment uQuality Assurance Principles: l #5 - Credit should be appropriate to the academic context in which it is accepted.

57. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 5: l ‘Redlining’ general education or major areas for PLA credit, making it ‘elective only.’ l Example: business credits counted only as electives, not in the appropriate major area.

58. CAEL Prior Learning Assessment uQuality Assurance Principles: l #6 - Credit awards and their transcript entries should be monitored to avoid giving credit twice for the same learning.

59. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 6: l ‘Double counting’ of credit. l The integrity of the degree and curriculum is in question when double-counting occurs.

60. CAEL Prior Learning Assessment uQuality Assurance Principles: l #7 - Policies and procedures applied to assessment, including provision for appeal, should be fully disclosed and prominently available.

61. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 7: l Policies in name only, not in practice, such as for appeals. l No institution can put itself in the situation above without jeopardizing its integrity.

62. CAEL Prior Learning Assessment uQuality Assurance Principles: l #8 - Fees charged for assessment should be based on the services performed in the process and not determined by the amount of credit awarded.

63. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 8: l Billing students for PLA fees based on credits awarded. l Question: How does the assessor or institution resist the ‘perverse incentive’ in this?!

64. CAEL Prior Learning Assessment uQuality Assurance Principles: l #9 - All personnel involved in the assessment of learning should receive adequate training for the functions they perform, and there should be provision for their continued professional development.

65. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 9: l Assigning assessment work to persons untrained for it. l An analogy: We know that content experts are not also automatically teaching experts.

66. CAEL Prior Learning Assessment uQuality Assurance Principles: l #10 - Assessment programs should be regularly monitored, reviewed, evaluated, and revised as needed to reflect changes in the needs being served and in the state of the assessment arts.

67. CAEL Prior Learning Assessment u‘Malpractice’ on Principle 10: l Assessment program stagnation. l Without maintenance, even strong structures will weaken and eventually collapse.

68. CAEL Prior Learning Assessment uPausing Now for Discussion: l What parts of the preceding “ring true” for you? Why? l What parts of the preceding material do you want to question or to challenge?

69. CAEL Prior Learning Assessment uCAEL’s recommended development process for implementing portfolio PLA: l Build awareness & legitimacy l Design an appropriate program l Implement it with training l Troubleshoot startup problems

70. CAEL Prior Learning Assessment uPLA from a “systems” view: l Option 1: Local PLA programs & policies at each college/university l Option 2: One statewide center for PLA decision-making; credits transferred as needed (Vermont) l Option 3: ‘Mixed’ models of individuality with collaboration

71. CAEL Prior Learning Assessment uCAEL’s resources to help your school start portfolio PLA: l Publications l Public PLA workshops l OnLine PLA certification l On-campus consulting help

72. CAEL Prior Learning Assessment For More Information: WWW.CAEL.ORG