Prior Learning AssessmentImplications for Transcription and Transfer
AACRAO Transfer Conference
July 15, 2013Lauren Smith, Ph.D.Director for Adult Learning & Associate ProfessorUniversity of Wisconsin-Whitewater
Diane Treis Rusk, Ed.D.System Planner for Undergraduate EducationUniversity of Wisconsin System Administration
Diane Treis Rusk, UWSA
Prior Learning Initiative Goals
Establish PLA principles and guidelines to
support system-wide PLA implementation.
Realize an increase of returning adult
students participating in PLA by 2015.
Accelerate adult student progress toward degree.
Hold down cost of degree completion.
07/15/2013
Initiative Assumptions
System principles
guide local
policy.
Faculty engageme
nt is essential.
Assurance and
maintenance of
academic quality.
Focus on PLA
oriented to adult learners.
07/15/2013University of Wisconsin - AACRAO Transfer Conference
University of Wisconsin - AACRAO Transfer Conference
Transfer Discussion Elements
What is PLA?Why is PLA and transfer of CPL important?What are the barriers to transfer of CPL?What practices may ease transferability of CPL?Application for your institutions and systems.
07/15/2013
What is PLA?
The evaluation of college-level
learning outcomes that an individual
attained outside of the
university classroom.
The translation of prior learning competencies to a university standard of measurement of learning associated with a course and credits.
07/15/2013
Diane Treis Rusk, UWSA
PLA Formats Relevant to Non-Traditional Age Students
Individualized student portfolios or interviews
Departmental challenge examsCredit for military or corporate training (ACE Recommendations)DSST Credit by Exam (f.k.a. DANTES)
College Level Examination Program (CLEP)
Advanced Placement
International Baccalaureate (IB)
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Common PLA Formats
How PLA Can Help Graduation Rates
CAEL National Study of PLA and non-PLA Students
Slide courtesy of CAEL
Kline-Collins, R. (2010). Fueling the Race to Postsecondary Success, Council on Adult and Experiential Education. Chicago.
University of Wisconsin - AACRAO Transfer Conference
Discussion
07/15/2013
What policies does your university have about PLA credit transfers?
Are policies different for PLA transfers than for other credit transfers?
What are the implications of such differences?
What barriers do you perceive in relation to PLA credit transfer?
Transfer Continuum
No Transfer - No Remedy
No Transfer – Remedy (Re-evaluate)
Limited Transfer
Full Transfer
07/15/2013
University of Wisconsin - AACRAO Transfer Conference
University of Wisconsin - AACRAO Transfer Conference
Theories of Transferability
Source of assessment matters.
Original source data required.
Acceptance dependent on available documentation.
Acceptance dependent on perceived reliability and validity of tool.
Acceptance dependent on articulated learning outcomes.
Transfer policies fall along a continuum.
07/15/2013
UWSA
Transfer Recommendations from UW-System Initiative
Update using Advisory Committee recommendations
Credit for prior learning granted by one UW institution should be accepted and transferred by all UW institutions.
The receiving institution determines how the credit will apply to the major and degree.
Credit awarded by PLA should be recorded as a course equivalent whenever possible.
07/15/2013
UWSA
Barriers and opportunities for transfer of CPL
Confidence in Assessment Principles
Transcription and Documentation
Advising and Faculty Engagement
07/15/2013
University of Wisconsin System
Build Confidence in Assessment Principles
PLA methods measure college-level learning,
not experience.
PLA is comparable to assessment that takes
place in the college classroom.
PLA evaluates multiple levels of
learning.PLA can be utilized
across all fields.
Quality Assumptions
07/15/2013
PLA methods measure college-level learning, not
experience.Clearly define the college-
level learning outcomes.
What are the associated course or curricula?
What are the relevant
sequences.
Determine how the
student will demonstrate competency.
How will learning be
documented?
What is the required level of proficiency?
Sort inputs from outputs.
Grant credit for learning obtained through
experience, not the experience.
Disentangle learning
activities from learning
outcomes.
07/15/2013University of Wisconsin - AACRAO Transfer Conference
Demonstrate how PLA is comparable to assessment that takes place in the
college classroom
Quality Practices
AlignDetermination of credit award is made by appropriate academic subject matter or credentialing
experts.
Evaluators hold an advance degree in a relevant field or
discipline.
Programs are regularly monitored, reviewed, evaluated
and revised.
Methods in place to monitor authenticity of materials
submitted.
Monitor reliability and validity of assessment.
Similarities
Evaluate the same learning outcomes and competencies.
Advise students as to what competencies they must
demonstrate to pass a course.
Inform students of resources available to them.
Formative and summative evaluation.
Quality of feedback promotes learning.
Differences
Student previously acquired the content through external formal
or informal learning opportunities.
Faculty member/IAS does not deliver content.
Student may provide documentation of competencies,
rather than demonstration of competencies.
University of Wisconsin - AACRAO Transfer Conference
Explore how PLA is comparable to assessment that takes place in the
college college.
Utilize measurement methods that fit the nature of the learning and the
intended outcomeExaminations
EssaysDemonstration /Presentation
DocumentationPerformance Evaluation
Reports, Critiques, ArticlesPortfolio
Interviews
07/15/2013University of Wisconsin - AACRAO Transfer Conference
Recognize PLA evaluates multiple levels of learning.
Consider program level outcomes and assessment methods.
PLA can be utilized across fields
Disciplines with Successful Portfolio Challenges
UWSA
Slide courtesy of UW-Whitewater
07/15/2013
University of Wisconsin - AACRAO Transfer Conference
Discussion
07/15/2013
• In what ways might the transcription process create barriers to PLA transfer?
• How does your institution transcript PLA credits?
University of Wisconsin System PLA Initiative
Transcription and Documentation Transfer AssumptionsBased on AACRAO, ACE, CHEA Joint Statement
The sending institution has a responsibility to furnish
sufficient information for the receiving institutions to judge the quality and the quantity of
the student’s work.
Transfer decisions should be student-centered, striving for appropriate balance among
fairness, consistency, flexibility, good educational practice, and
academic program integrity.
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BalancedSufficient Information
University of Wisconsin - AACRAO Transfer Conference
Transcription Recommendations
Credit awarded by PLA should be recorded as a course equivalent whenever possible.
Placement of credit by PLA should appear at the top of the transcript
Institutions will establish and integrate methods to collect student-level data.
07/15/2013
Documentation ExampleUW Pilot Institution Credit for Prior Learning Rubric
Criteria 5 points 1 pointSources of Learning Describes relevant experiences. Does not describe relevant experiences.
Evidence Aligned with Experience
Discusses how learning arose from experiences.
Does not discuss how learning arose from experiences.
Evidence Aligned with learning Outcomes
Provides adequate and appropriate evidence of learning in designated areas.
No evidence of learning in designated areas.
Evidence Aligned with College Level Learning
Justifies that learning meets criteria for college level learning.
No evidence that learning meets criteria for college level learning.
Lists Supporting Documentation/Resources
Lists documents and other resources, providing effective evidence of learning from experience.
No listed documents and other resources, providing effective evidence of learning from experience.
University of Wisconsin - AACRAO Transfer Conference
University of Wisconsin - AACRAO Transfer Conference
Discussion
07/15/2013
What challenges do you perceive in relation to advising adult students about PLA?
What challenges do you perceive in creating faculty/staff buy-in?
University of Wisconsin - AACRAO Transfer Conference
Principles of Advising
07/15/2013
Faculty and staff aware of
PLA
Faculty/staff experts
available
Students informed of
transfer issues
Careful attention to student course
of study
Records maintained by appropriate
faculty/staff and students
University of Wisconsin - AACRAO Transfer Conference
Challenges to engaging faculty/staff
07/15/2013
Limited Access for Students to PLA
Lack of Familiarit
y
Workload
Concerns about
quality
University of Wisconsin - AACRAO Transfer Conference
Practices to Build and Engage Faculty: one campus approach
07/15/2013
Approach Faculty/Staff as needed:
Check policy with leadership
Request help with specific classes
Train as needed
University of Wisconsin - AACRAO Transfer Conference
Engaging Faculty and Staff
10/11/2012
Defer to discipline experts
Create efficiencies
Quality portfolios
High bar for admission to
program
Diane Treis Rusk, UWSA
Building Capacity
PLA Academic Planning and Policy
Task Force
PLA Advisory & Implementation
and Advisory Committee
Institutional Pilot Program
10/11/2012
Diane Treis Rusk, UWSA
Phase I Pilots Phase II Pilots
UW-Colleges UW-OshkoshUW-SuperiorUW-Whitewater
UW-Green BayUW-StoutUW-Platteville
Planning Phase IIUW-ParksideUW-Stevens Point
Building Institutional Capacity
Institution-wide supportFocus variesFaculty supportMeasurable and quantifiable outcomes
10/11/2012
University of Wisconsin - AACRAO Transfer Conference
Transfer Discussion Elements
Application for your institutions and systems.
07/15/2013
University of Wisconsin - AACRAO Transfer Conference
Transfer PLA practices at your institutions Discussion
Group Time Objective
Small Groups
10 minutes Review and post institutional policies and practices.
Large Group Walk-around Review
5 minutes Review policy and practice postings of other groups.Reconvene for large group discussion
Large GroupDiscussion
10 Observations, and recommendations.
Diane Treis Rusk, UWSA
Questions to Consider
What barriers to Credit for Prior Learning have we not discussed?
What do you think are the top reasons PLA does not transfer well?
What must happen, either at an institution or across a system, for PLA to transfer more easily?
07/15/2013
University of Wisconsin - AACRAO Transfer Conference
Large Group Discussion Questions
What surprises you about transfer practices and policies at other institutions?
What do you think are the top reasons PLA does not transfer well?
What must happen, either at an institution or across a system, for PLA to transfer more easily?
07/15/2013