prior learning assessment and the transformative process for adult learners a umuc pathway for
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Prior Learning Assessment and the Transformative Process for Adult Learners A UMUC Pathway for Competency Based Education 2012 National Institute on the Assessment of Adult Learning Shawna Acker-Ball, PhD – Director of Experiential Learning. Why Prior Learning Assessment?. - PowerPoint PPT PresentationTRANSCRIPT
Prior Learning Assessment and the Transformative Process forAdult Learners
A UMUC Pathway forCompetency Based Education
2012 National Institute on the Assessment of Adult LearningShawna Acker-Ball, PhD – Director of Experiential Learning
Why Prior Learning Assessment?
• UMUC’s mission and student population– Open admission university– Non-traditional learners– Adult learners bring a wealth of
prior learning experiences to the classroom.
– Prior learning assessment values students’ knowledge.
Why Prior Learning Assessment?
• Adults are actively engaged in learning via many venues during the course of their lives.
• Adults bring that learning with them when they enter an institution of higher education.
• Some learning that takes place outside of educational institutions can be recognized as college level.
• All of that knowledge brings value to the institution by broadening the base of human knowledge and bringing more voices and perspectives into the dialogue.
Overview of PLA Program
• UMUC and Prior Learning Assessment
– Program was established in 1978.– All student portfolios were
submitted in hard copy binders and mailed to each evaluators.
– CD’s were adopted.– Students now submit portfolios
through an online Learning Assessment Tool (LAT).
Changes Over the Years
•The School of Undergraduate Studies underwent a division wide assessment initiative in 2008.
•Academic majors and general education courses were included.
•The Prior Learning Assessment program participated.
•Development of grading rubrics for faculty•Review of course curriculum•Creation of common assignments for students
Program Background
• Program eligibility – Degree Audit Team– Official evaluation– Grade point average– Writing requirement– Resident credits
EXCL 301-Learning Analysis and Planning
• The three (3) credit course guides students through exercises toward the preparation of a written portfolio that describes and documents their college-level learning.– Eight weeks in duration– Satisfactory/D/Fail - grading method
• If student receives the grade of “D” for the course, the portfolio is not moved forward for evaluation.
– EXCL 001 - a supplemental course (non-credit) to submit additional portfolios.
– Up to 30 credits can be earned (15 for second bachelor’s degree)
Transformation
• Students are guided through a process that allows them to examine all types of life experiences and how those experiences have provided them knowledge and specific skill sets.
• By taking such a deep look at their lives, they assign value to experiences and knowledge they had not previously acknowledged.
Evaluation Process• Faculty evaluation
– All faculty evaluators are approved by respective academic directors/disciplines.
– All faculty evaluators are provided an Evaluator’s Manual to guide the evaluation process.
– All credit recommendations from evaluators are reviewed and approved by UMUC’s Degree Audit Team.
Evaluation Process
• Faculty members make credit recommendations based on the learning narratives and supporting documentation.
• Credit is granted for verifiable college-level learning from one’s experiences, but not for the experiences themselves.
EXCL Credit AwardsHow many credits are students
guaranteed to earn? • Successful completion of EXCL 301 will earn
three credits for the course.
• There is no guarantee that students will receive credit from the evaluation of their portfolio.
• The average credit award is between 15 and 18 credits.– Assessment fees are applied.– PLA tuition is offered at a reduced cost.
Change
• Assessment process– EXCL 301 underwent review
•Changes to the program mission, program and course objectives– Creation of common assignments– Development of grading rubrics and portfolio
scoring guides– Changed business process
– Established faculty work group •Adjustments to the course curriculum•Mapped program outcomes to the course
objectives
Shift in Paradigm
• Establish prior learning culture and attitude– Require substantive written
evaluations to support the recommendation or denial of credits.•What is considered passing?•Does all learning have to be “A” level?
– Require that all evaluations are mapped to course syllabi and learning outcomes.
Shift in Paradigm
– Departmental review of all portfolio evaluations from faculty.
– Ensure portfolio evaluations adhere to departmental standards.
– Required participation in faculty/evaluator training workshops.
UMUC Data - PLA
EXCL 301 Status
Graduated or Currently Enrolled
TotalEnrolled Not Graduated or Enrolled Graduated
Took, but Did Not Pass 68a (32.2%) 122a (57.8%) 21b (10.0%) 211 (100.0%)
Did Not Take 81a (12.4%) 511b (78.4%) 60a (9.2%) 652 (100.0%)
Passed 161a (36.5%) 86b (19.5%) 194c (44.0%) 441 (100.0%)
Total 310 (23.8%) 719 (55.1%) 275 (21.1%)1304
(100.0%)
Among students who took EXCL 301, but did not pass the course, 10.0% have graduated, 32.2% are enrolled in Spring 2012, and 57.8% have not graduated and are not currently enrolled. Among students who did not take EXCL 301, 9.2% have graduated, 12.4% are currently enrolled, and 78.4% have not graduated and are not currently enrolled. Among students who passed EXCL 301, 44.0% have graduated, 36.5% are currently enrolled, and 19.5% have not graduated and are not currently enrolled. The data set consists of Bachelor’s degree-seeking students who were admitted to UMUC at some point from Fall 2007 through Fall 2011. To create the data set, students who match that description and took EXCL 301 at some point in the same time period were identified.
