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PLA Advisory Board February 18, 2014

Ross Garmil Nan Travers. PLA Advisory Board February 18, 2014. Suggested Definition. Original: Prior Learning Assessment is the evaluation of verifiable college-level learning gained outside of a traditional academic environment for academic credit.

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PLA Advisory Board February 18, 2014

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  1. Ross Garmil Nan Travers PLA Advisory BoardFebruary 18, 2014

  2. Suggested Definition • Original: Prior Learning Assessment is the evaluation of verifiable college-level learning gained outside of a traditional academic environment for academic credit. • Suggestion 1 places “for the award of academic credit” early in the definition - Prior Learning Assessment for the award of academic credit is the evaluation of verifiable college-level learning gained outside of a traditional academic environment. • Suggestion 2: Prior Learning Assessment is the evaluation of verifiable learning gained outside of a traditional academic environment to determine whether or not it is at a college level and therefore worthy of academic credit. • Verifiable Documentable • Gained Achieved • "a standards-based evaluation" or "evaluation based on ... standards

  3. Philosophy Statements

  4. Philosophy Statements • Prior Learning Assessment (PLA) is a valid format through which students can document college-level learning gained outside a traditional college course. • Prior learning can be identified and assessed in a variety of ways to determine if college credit should be awarded towards academic credentials. • Many people have developed college-level learning outside of the traditional classroom and this knowledge is as valuable as knowledge gained through more formal learning settings. • Individuals acquire verifiable college-level learning through work, completing professional certifications and licenses, serving in the military, engaging in community service and volunteer activities, and studying independently such as through open educational resources and the internet.

  5. Comments on Philosophy Statements • Standardization and “definable skillsets” • Identified and assessed in a variety of ways • Validity/equivalence of learning • Address crediting process

  6. Who Sets Policy?

  7. Principle Statements SUNY Campuses ascribes to the CAEL Standards Elaborate on the CAEL Standards

  8. CAEL # 1: Credit or its equivalent should be awarded only for learning, and not for experience. • “Through prior learning assessment, credit is granted for verifiable college-level learning, but not for the experience itself.” • Learning is the basis for credit • Clarify for how learning evolves from experiences and types of experiences that promote learning?

  9. CAEL #2: Assessment should be based on standards and criteria for the level of acceptable learning that are both agreed upon and made public. • Indicate the audience • Standards need to be explicit, clear, consistent • Overarching statement about standards with actual standards set by campuses • Equivalent learning to courses/Learning Outcomes/Competencies • College-level Learning standards (Global Learning Qualifications Framework)

  10. CAEL #3: Assessment should be treated as an integral part of learning, not separate from it, and should be based on an understanding of learning processes. • True beyond PLA • Standards need to be explicit, clear, consistent • Communicated

  11. CAEL #4: The determination of credit awards and competence levels must be made by appropriate subject matter and academic or credentialing experts • Define appropriate subject matter and academic or credentialing experts • Give process of review – faculty – department – administrative review – determination of credits

  12. CAEL #5: Credit or other credentialing should be appropriate to the context in which it is awarded and accepted. • Needs to be accepted into the content area (not just general learning) • Maybe impacted by professional standards • Must be applicable to credentials

  13. CAEL #6: If awards are for credit, transcript entries should clearly describe what learning is being recognized and should be monitored to avoid giving credit twice for the same learning. • Redundancy • Needs to be highly monitored

  14. CAEL #7: Policies, procedures, and criteria applied to assessment, including provision for appeal, should be fully disclosed and prominently available to all parties involved in the assessment process. • Good educational practice! • Policies and procedures need to be clearly defined and can be understood by everyone • Be explicit and accessible • Document in catalogs and websites • Appeals process

  15. CAEL #8: Fees charged for assessment should be based on the services performed in the process and not determined by the amount of credit awarded. • Need consistent fee structure – set by SUNY? Guidelines set by SUNY? • Needs discussion – clarity on this is needed

  16. CAEL #9: All personnel involved in the assessment of learning should pursue and receive adequate training and continuing professional development for the functions they perform. • Needs more clarity – who exactly and what needs to be offered • SUNY needs to offer routine professional development • Assessment is a critical area for professional development • How will campuses provide for this?

  17. CAEL #10: Assessment programs should be regularly monitored, reviewed, evaluated, and revised as needed to reflect changes in the needs being served, the purposes being met, and the state of the assessment arts. • Clarify “state of the assessment arts” • Include some timeline – periodically, annually, 3-5 years, etc.

  18. Whose authority awards PLA Credits • System Level? • The chief academic officer ultimately has the authority to award PLA academic credit. At each campus, the CAO will assign a designee to award PLA credits and oversee the procedures. • Campus Level? • Each campus must indicate under whose authority awards PLA credits and make explicit the procedures for this award. • Faculty involvement? – Oversee the curriculum

  19. Types of PLA credits that can be accepted See Policy on College-level proficiency examinations Create a list Options? Required of all campuses? Question: How are the different types of PLA accepted into the certificates and programs under the TAACCCT grant?

  20. Types of Credits • CLEP • DANTES • AP • Excelsior/Regents College • Challenge Exams • Other Exams • International Baccalaureate • Military Credit • ACE • NCCRS • Individual College’s Professional Learning Evaluations (PLE) • Individual Portfolio Assessment (iPLA)

  21. Who Can Participate Matriculated students only Students enrolled in a credit-bearing course Non-matriculated students The State University of New York (SUNY) campuses provide access to prior learning assessment opportunities for all students

  22. Which Disciplines Accept PLA credits Set by local campuses? All campuses toward General Education credits? All Disciplines?

  23. Documentation What documentation is required? Exams Military Professional Learning Evaluations (PLE) ACE NCCRS Individual Colleges iPLA

  24. How credits are applied Transfer Credits Redundancy Number of Credits Transcription

  25. Communication Portfolio course/workshop Who to Contact Advising Publications Website

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