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.

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UWSA

Barriers and opportunities for transfer of CPL

Confidence in Assessment Principles

Transcription and Documentation

Advising and Faculty Engagement

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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

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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.

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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

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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

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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