Prior Learning Assessment
A Suggested Policy Template for Undergraduates at
British Columbia Universities
Prior Learning Assessment
A Suggested Policy Template for Undergraduates
at British Columbia Universities
Prepared by Sandra Schinnerl
University of British Columbia for the
Province of British Columbia Ministry of Advanced Education
and the
Centre for Curriculum, Transfer and Technology
ii
For more information on Prior Learning Assessment in British Columbia, please contact:
Assessment and Learning Outcomes Centre for Curriculum, Transfer and Technology
6th Floor, 1483 Douglas Street Victoria, BC V8W 3K4 Telephone: (250) 413-4473
Fax: (250) 413-4403 E-mail: [email protected] Web: http://www.c2t2.ca
Copyright © 2001 Province of British Columbia Ministry of Advanced Education
This document may be copied for non-commercial educational use only, provided that the source is cited on all copies. Any other reproduction requires the written permission of the
TABLE OF CONTENTS
INTRODUCTION
... 1
SUMMARY
... 1
BUILDING A POLICY TEMPLATE
... 5
CONCLUSION AND RECOMMENDATIONS
... 10
REFERENCES
... 11
APPENDIX A – LIST OF QUESTIONS ASKED
...A-1
APPENDIX B - INSTITUTIONS CONTACTED
... B-1
APPENDIX C – PROCEDURES BY INSTITUTION
... C-1
APPENDIX D – POLICY INFORMATION BY INSTITUTION
...D-1
APPENDIX E –SAMPLE POLICY AND PROCEDURES
... E-1
Prior Learning Assessment 1 Building a Policy Template
INTRODUCTION
There has been a great deal of discussion and debate surrounding Prior Learning Assessment (PLA) within Canadian universities over the last few years. Moira Farr’s report, Assessing Prior Learning in Canada, highlighted PLA as a rapidly growing educational innovation in Canada’s post-secondary institutions (Farr, 1999). This report goes on to say that while PLA is not a new concept, what is new is the degree of interest and involvement on the part of Canadian universities. The universities are now in the process of playing catch-up with their college counterparts who got into the PLA game far sooner, in response to labour market and student demands.
PLA policies appear to have been slow to develop in universities across Canada, except in the area of challenge exams. Most Canadian universities have provisions in their calendars for challenge exams (Cassidy, 1998); a fact that Bélanger and Mount believe demonstrates that many universities are positively disposed to the concept of PLA. (Bélanger and Mount, 1998)
Formal PLA procedures are often met with hesitancy from faculty. However, most professors are sympathetic to the needs of students and will call into play a variety of PLA-related practices such as waiving pre-requisites, granting advanced standing or unassigned credit, or facilitating challenge credit (Hanson, 1999) (Wong, 1999). Gains are slowly being made in the university sector regarding the assessment of experiential or prior learning in Australia, the United Kingdom and the United States (Zucker, Johnson and Flint, 2000). There are also some excellent examples of PLA policies written by universities. On the other hand, discussions with university faculty and administrators reveal two interesting points: (1) implementation is an even slower process than policy creation, and (2) unless people (both faculty and students) are educated about the process, little use is made of the policy.
This emphasizes the importance of creating a supportive organizational structure and incremental support for PLA within the university if the institution wishes to see the policy actually put successfully into practice (Wong, 1999).
There is a strong belief and evidence to suggest that PLA within the university system is not a fad. If universities fail to respond to changing learning populations, it is inevitable that alternative educational providers will seize the opportunity. (Farr, 1999) (Belanger and Mount, 1998) (CAPLA).1
SUMMARY
This report was created for the BC PLA Steering Committee’s Research Subcommittee, with the objective to examine the current implementation of PLA policies within the
1
For more information on PLA in Canada, please see Sustainability and Efficiency of PLA in BC’s Public PSE system: Background Paper, by Kathryn Barker (C2T2, 2001), which will be available via C2T2’s website in Fall 2001.
Canadian, Australian, United Kingdom’s and United States’ university sector so as to develop a BC university policy template, which could be customized by institutions, depending on the options they wish to implement. 2
For this project, the Research Subcommittee identified several topics and specific questions they wished to know about PLA policy being carried out elsewhere.These questions are listed in Appendix A and were designed as an outline for discussion during phone interviews. Six major headings were identified: (1) policy statements, (2)
organization, (3) process, (4) resourcing, (5) transcripting and (6) marketing.
Seventy-two universities across Canada, Australia, the United Kingdom, and the United States were studied and contacted by email and by phone for information on existing PLA policies.3 The most striking outcome of the data collection process was the range of
options contained in PLA policy statements. There also did not appear to be a standard way to present the PLA policy statement. In fact, a written policy was often extremely difficult to locate. Most people contacted said either they were sure a policy was in place, but did not know its location, or that a specific department, centre or faculty was
responsible for carrying out the policy. Senate policies often referred readers to the unit responsible for PLA rather than providing a policy statement.
Policy statements
The institutions contacted were asked questions regarding the location, scope and acceptance of their PLA policies. Responses suggested the location of PLA policy statements varied by institution. Those with formal policy statements would locate it in their policies and procedures handbook - usually under a separate heading for each type of assessment. For example, a policy statement for challenge exams and a separate policy statement on prior experiential learning.
Other universities, whose policies were not as formal or institutionalized, would often outline the options and processes to follow for the different forms of PLA offered by the university. These policies tended to be more “user friendly” in style. When questioned about more formal “senate approved” policies, some of the institutions responded that they did not have any. Of the ones that did, some had policies that were very detailed in procedure and policy and others had polices that were very vague with instructions to contact a particular office for more details.
The Prior Learning Assessment Guidebook to American Institutional Practices, written by Zucker, Johnson and Flint for the Council for Adult and Experiential Learning (CAEL) in 1999, reports that a majority of universities offering PLA maintain policies governing the award of prior learning for each assessment method. However “some institutions do not have a university policy in place because a student’s knowledge, skill
2
The BC PLA Steering Committee has broad-based representation from institutions and organizations involved in providing lifelong learning opportunities. Its purpose is to provide leadership, direction and advocacy to the provincial PLA initiative.
3
3
and abilities vary among departments and by fields of study, so PLA policies vary across these dimensions as well.” (p.20)
In the same study, 38 Tier I Research Universities in the United States (by Carnegie Classification) responded to a survey about the types of PLA that their institutions offered. Challenge exams are provided by 61% of the institutions, acceptance of standardized external exams such as College Level Examination Program (CLEP) was 68%, and recognition of individual assessments including the preparation of a portfolio was accepted at 18% of the institutions.
The differences in location, level of detail, breadth and tone of the policy statements found across the universities contacted were significant.
Organization
Institutions contacted were asked questions regarding the location of the PLA function within the university and the volume of PLA inquiries. Responses suggested the PLA function could be located in one of several places:
• A centre or faculty whose main clients are adult learners
Examples include Centres for Continuing Studies or Faculties of Lifelong Learning or New Learning at Ohio State University, University of Minnesota, and DePaul
University.
• A separate office dedicated solely to PLA
Examples include Athabasca University and the University of Southern Maine. • Specific faculties, departments or programs
Examples include the University of Surrey, the University of Southern Australia and California State University - Bakersfield Campus.
One observation about the organization of the PLA function in universities is that, when a centralized office is a student’s first point of contact, the volume of requests was recorded to be much higher. Universities with decentralized PLA services noted very little use of existing PLA policies. It is not clear; however, if this is because the centralized office keeps better records at an institutional level, or if volume increased because of the easier access for inquiries. For this project, it was not feasible to contact individual departments or faculties to discuss the volume of PLA activity. Contact was typically limited to central administration contacts who would not necessarily know of PLA activity at the individual faculty level, if there were no reporting mechanism.
Volume of inquiries ranged from 0 – 200 yearly. Again, those universities that publicized PLA options to the student body with an emphasis on adult learners had far greater
volumes than those that merely had a policy in place.4 For example, the PLA Office at the
University of Southern Maine, whose volume of PLA inquiries is quite significant, sends out a pamphlet on PLA options to all applicants to the university who are categorized as adult learners. Promoting institutional PLA opportunities and making students aware of them appears to be a key factor for success in the implementation of PLA in the
university sector. Process
Institutions contacted were asked questions regarding the process by which PLA was processed and credit granted. Responses suggested that the method or process of PLA was rarely outlined in policy statements or in information on PLA. This usually rested with the PLA coordinator at each institution. From the contacts surveyed, it was determined that the student would usually make an inquiry at the central level, get the appropriate forms and then meet with an assigned “advisor/assessor” at the faculty level. The faculty member would work in consultation with the central office. The central office would collect any fees, process grades, and outline the requirements to students and faculty. Faculty would determine the appropriate assessment method and would schedule assessment with the student.5
Resourcing
Institutions contacted were asked questions regarding the costs of the assessment and the destination of monies upon collection. Responses suggested that fees are charged in almost all cases for challenge exams, and in all noted cases for portfolio assessments including help with preparation and evaluation of a portfolio. In both situations, the fees are collected from the student prior to the exam or portfolio assessment taking place. Fees ranged from $50 to $280 Cdn for challenge exams and $250 to $700 Cdn for portfolio assessment. 6
Within a university, it was not always clear how the funds received are subsequently allocated. Some universities have PLA policies in place but have not developed a policy for how funds are disbursed intra-university. Those that have a policy in place, the funds stay primarily with the central PLA unit, with an honorarium going to the faculty doing the assessment. In a few instances the Registrars Office received a minimal fee ($7-$15 Cdn) for posting the grade.
Transcripting
The institutions contacted were asked questions regarding how credit was awarded and transcripted. Responses suggested that transcripting of PLA credit varies depending on the type of PLA assessment. It also varies a great deal across institutions. For challenge exams, some were on a pass or fail basis, while others would record a percentage and letter grade. Still others did pass or fail and gave letter grades if a student chose to have
4
For more information on institutional PLA activity, please see Appendix C.
5
For more information on institutional PLA procedures, please see Appendix C
6
5
them posted for an extra fee. The fact the student was awarded credit through a challenge exam was recorded in 40% of the universities contacted.7
When portfolio assessments were permitted, assessments were strictly on a pass or fail basis. The fact that a student was awarded credit through a portfolio assessment was recorded in 80% of the universities contacted.
Marketing
Institutions contacted were asked questions regarding whether they used PLA as a tool to attract students. Currently none of the universities contacted identified PLA as a tool to attract adult learners to their programs. University of Southern Maine and the University System of New Hampshire were the only two institutions that employed any type of outreach to make students aware of the PLA options available, aside from information available on a website or in the university calendar. Most universities require students to be registered in a program prior to being advised on PLA, although PLA coordinators did say that they often meet informally with prospective students to discuss the process of preparing a PLA submission.
BUILDING A POLICY TEMPLATE
This section outlines key decision areas for the development of a PLA policy with example decisions, procedures and policy statements. These examples are based on ideas of best practice within the sphere of PLA (Day, 2000) (APEL, BCCAT, CAEL, CLFDB) and draw on the approach of universities with successful PLA programs. This includes having a program in place, procedures that are clear and well publicized, and students that are taking advantage of the service. (See Appendix E for alternate examples and additional commentary).
The following template also represents the types of decisions an institution needs to make in order to create an effective PLA policy. Some of the areas are procedural; other areas discuss the organization of PLA within the institution. The template is meant as an example only. It was created to reflect one way the PLA policies could be presented.
PLA Policy and Procedures Template
The following sections introduce the key elements required in the development of a PLA policy template. The most common features of these elements are collected here to provide an example “policy and procedures statement.”
Policy Statement/Introduction
It is the policy of the University to grant credit or advanced standing, on the basis of prior learning acquired through formal studies or professional, work or life experience.
7
The University supports the 1999 PLA Implementation Guidelines, which were developed by the Centre for Curriculum, Transfer and Technology (C2T2) in
collaboration with the BC public post-secondary system and are endorsed by the Ministry of Advanced Education (MAE).
Central principles8
• Credit is awarded only for learning and not for experience. • Credit will be awarded only for university-level learning.
• The determination of competence levels and credit awards will be made by appropriate subject matter and academic experts.
Definitions9
Prior Learning Assessment - Assessment by some valid and reliable means, by a qualified specialist, of what has been learned through non-formal education, training or experience that is worthy of credit in a course or program offered by an institution providing the credit.
Credential - The document acknowledging completion of a particular program or course of study.
Credit - The value assigned to a course.
Exemption - The waiving of a requirement; a student may be excused from completing a course or program requirement if approval is granted by the appropriate institutional representative; usually exemptions are only granted to students who have proven that they have comparable learning; although an exemption may be granted, the student may be required to replace the exempted course with an alternate.
Transcript - The document provided by the post-secondary institution that verifies the student’s enrolment and achievement in the institution. The transcript records course title and number, date of enrolment, grades, and any credential(s) received.
Transfer - Transfer consists of the granting of credit toward a credential by one institution for programs or courses completed at another. In British Columbia, transfer arrangements exist between the secondary and post secondary systems and, to a greater extent, among the colleges, university colleges, universities, institutes and agencies of the post
secondary system. Such arrangements are normally made on a bilateral basis by the individual institutions, but the Open Learning Agency also operates a credit bank to assist
8
Based on Prior Learning Assessment: Guidebook to American Institutional Practices (Zucker, Johnson and Flint, 1999)
9
7
the broader accreditation of post secondary courses and the recognition of valid prior learning.
Location of PLA Activity
If a student wishes to investigate the possibility of having his/her prior learning recognized by a university, the student should first consult with its central PLA office. Advice will be provided regarding the procedures of preparing and submitting an application, including costs and deadlines.
The central PLA office will contact specific content and subject experts for the
assessment of an application and assist faculty with guidelines of how to assess a claim. The central office is also responsible for keeping records, collection of fees and reporting outcomes to the Registrar's office.
PLA Selection/Assessment Tools/ Forms of Assessment
Challenge exams - Currently enrolled students who, through formal study or informal learning, feel they have thorough knowledge of the facts, ideas, and concepts of a university course may request the opportunity to challenge that course. If they pass a faculty developed examination, they can earn credit for that course.
Portfolio Assessment - Awarding credit on the basis of portfolio assessment for specific courses is at the discretion of each faculty and department. Each department can allow an undergraduate student who is interested in receiving credit for university-level learning obtained in non-traditional settings to develop a portfolio that reflects knowledge mastered, request assessment of the portfolio, and be awarded credit.
PLA Procedures Challenge Exams:
1. The student must submit a written request to challenge an exam. 2. The written request is submitted to the central PLA office.
3. The request must then either be approved or denied by the department offering the courses.
4. The student must write the exam within the first three weeks of class. 5. A minimum passing grade of "C" or 60% must be obtained in the challenge
exam.
6. Fees for the challenge exam must be paid in full prior to taking the exam. 7. The academic appointee assigns a “Pass” or “Fail” standing.
Portfolio Assessment:
1. The student uses a credit-by-portfolio registration form to request a portfolio assessment.
2. The credit-by-portfolio registration is submitted to the central PLA office. 3. After discussion with the PLA coordinator and with the department and
content experts, the student is advised if the department offering the course(s) will accept a request for assessment by portfolio for the course(s) in question. 4. The department designates a faculty member or committee with appropriate
expertise to conduct the portfolio assessment.
5. The student compiles the portfolio within the guidelines established by the department and submits the portfolio to the faculty member or committee for assessment.
6. The faculty member or committee may recommend minor adjustments to the portfolio, in content or structure. The student would then be asked to resubmit it with changes and the portfolio would be reassessed. If the student chooses to make changes no additional fee for assessment would be charged.
7. Academic standards in assessing the amount and quality of learning
demonstrated by portfolio are to be equivalent to the learning expected in the course when credit is acquired via instruction.
8. The faculty assessment is completed within a reasonable time frame. 9. Fees must be paid in full at time of registration.
10. The faculty member or committee assigns a “Pass” or “Fail” standing. Restrictions on PLA
Restrictions on Challenge Exams:
• A student may challenge an exam only once, and not for a course that has been failed or previously registered in.
• A student must be registered with the University to apply or receive services. • Credit is granted at the undergraduate level.
Restrictions on Portfolio Assessment:
• Credit sought by portfolio assessment cannot duplicate other coursework. • Total number of credits allocated for one portfolio is six credits.
• Student must be registered with the University to apply or receive services. • The onus lies with the student to prepare an acceptable portfolio.
9
Challenge Exams - are recorded with a "Pass" or "Fail" on the transcript based on the minimum standing required for a pass. This is usually set at 60% for challenge exams. The course number is recorded along with a code that indicates a challenge exam has taken place. The courses completed by challenge exam are not factored into a grade point average for the student.
Portfolio Assessment – is recorded as "Pass" or "Fail" on the transcript based on the minimum standing required for a pass. This usually will reflect the existing course requirements, which the student is seeking credit for. The course number is recorded along with a code that indicates the student has gained credit through prior learning. The courses completed by portfolio assessment are not factored into a grade point average for the student.
Forms of support for PLA
There are two major forms of support that either a centralized or decentralized PLA representative must provide. One is support to students, and the other to faculty
conducting prior learning assessments. Within a policy document, discussion of support services is essential.
While the responsibility of preparing a PLA submission to the satisfaction of the department and academic appointee lies with the student, student support can include:
• Preliminary discussions about registering a submission. • Providing detail of process regarding PLA methods. • Initial counseling as to the basic merits of a submission.
• Providing resource materials and guidance on how to prepare a submission for assessment.
Faculty support can include:
• Briefing faculty on the process and function of PLA policies.
• Providing guidance and training on ways to assess a prior learning claim. Resourcing and implementation
Students are usually charged fees for taking challenge exams and portfolio assessment. Please see Appendix D for a range of charges applied by other universities.
The disbursement of funds within the universities ensures the revenues go through a centralized unit with honoraria provided to participating faculty. Portfolio assessment typically receives a greater stipend than a challenge exam.
CONCLUSION AND RECOMMENDATIONS
There are many forms that a policy on prior learning can take. However, there are many decisions an institution must take to move ahead with such a policy. A number of key issues elements of PLA have been identified in this report, including:
• Organization of PLA within the university system • Forms of PLA
• Procedures for each form of assessment • Restrictions on each form of assessment • Recording and transcripting of grades • Resourcing and implementation
In addition, the universities surveyed have different procedures for each of the functions listed above. There are also other important issues regarding the implementation of a successful PLA policy that should be addressed, including:
• Decisions about the level of support and training for both students and faculty • The level and forms of outreach and marketing to students and faculty to make
them aware of policies and procedures and to ensure that any PLA policy is active and meaningful
• The PLA opportunities available by program and course
A belief and commitment that this service benefits both the institution and students is essential. A policy is only a step in the process of creating a successful PLA program. Support from a wide range of stakeholders is important. If an institution is successful in building a policy and having it embraced by the university community, the support and communication needs to be there on an ongoing basis to both students and faculty. The evidence of universities currently in the process suggests that the policy will mean very little otherwise.
Prior Learning Assessment 11 Building a Policy Template
REFERENCES
APEL (Accreditation of Prior Experiential Learning). http://led.gcal.ac.uk/APEL (Last visited June 5, 2001)
Athabasca University. Prior Learning Assessment Overview. http://prior-learning.athabascau.ca/ (Last visited June 5, 2001).
BCCAT (British Columbia Council on Admissions and Transfer). http://www.bccat.bc.ca (Last visited June 5, 2001).
BCCAT. Transfer Terms. http://www.bccat.bc.ca/tips/terms.html#Anchor-PL-29518 (Last visited June 7, 2001).
Bélanger, C., and Mount, J. (1998). Prior Learning Assessment and Recognition (PLA) in Canadian Universities. The Canadian Journal of Higher Education. Volume XXVIII, No. 2,3. Pages 99-120.
California State University (Bakersfield Campus). 1999-2001 Catalog: Academic
Information. http://www.csub.edu/99-01Catalog/AcInfo.htx (Last visited June 5, 2001). C2T2 (Centre for Curriculum, Transfer and Technology). Prior Learning Assessment. http://www.c2t2.ca/PLA(Last visited June 5, 2001).
CAPLA (Canadian Association for Prior Learning Assessment).
http://www.tyendinaga.net/fnti/prior/capla.htm (Last visited June 5, 2001).
Cassidy, A. (1998). Prior Learning Assessment: An overview and resources summary. Unpublished Report: University of British Columbia Prior Learning Assessment Steering Committee. Vancouver, BC.
CLFDB (Canadian Labour Force Development Board). http://www.plar.com/ (Last visited June 5, 2001).
College of Life Long Learning, University System of New Hampshire. Our services. http://www.cll.edu/services/prior_learn.htm (Last visited June 5, 2001).
Day, M. (2000). Developing Benchmarks for Prior Learning Assessment and Recognition - Practitioner Perspectives. Canadian Association for Prior Learning Assessment.
Day, M. and Zakos, P. (2000). Developing Benchmarks for Prior Learning Assessment and Recognition - Practitioner Perspectives: Guidelines for the Canadian PLA
Practitioner. Canadian Association for Prior Learning Assessment. Belleville, Ontario. Farr, M. (1999). Assessing Prior Learning in Canada. University Affairs. Association of University Colleges of Canada. http://www.aucc.ca/en/university_affairs/feature/ 1999/april/doweknow.htm (Last visited June 5, 2001).
Ohio University. Credit by examination list.
http://www.ohiou.edu/independent/ccecourse.htm (Last visited June 7, 2001). Ohio University. Experiential Learning Program.
http://www.ohiou.edu/adultlearning/portfolio/ (Last visited June 7, 2001). Ohio University. Independent Study: Course Credit Examination.
http://www.ohiou.edu/independent/ccewords.htm (Last visited June 7, 2001).
Pennsylvania State University. Acquisition of Credit. www.psu.edu/dept/ufs/policies/42-00.html (Last visited June 5, 2001).
Pennsylvania State University. E-2: Credit By Examination. http://www.psu.edu/dept/oue/aappm/ (Last visited June 7, 2001). Pennsylvania State University. E-10: Credit By Examination http://www.psu.edu/dept/oue/aappm/ (Last visited June 7, 2001). University of Saskatchewan. Saskatchewan Universities PLAR Project. http://www.extension.usask.ca/PLAR/ (Last visited June 5, 2001).
University of Queensland. Report of the Working Party on Credit Transfer.
http://www.admin.uq.edu.au/AcadBoardOffice/policy/Credtrans_report.html (Last visited June 5, 2001).
University of Southern Australia. Guidelines for the Implementation of Recognition of Prior Learning. http://www.unisa.edu.au/adminfo/codes/prior.htm(Last visited June 5, 2001).
University of Southern Maine. Prior Learning Assessment.
http://usm.maine.edu/advising/prior.htm (Last visited June 5, 2001). University of Surrey. http://www.surrey.ac.uk/ (Last visited June 5, 2001).
13
University System of New Hampshire. Board of Trustees Bylaws. Section 1 - The College for Lifelong Learning http://usnh.unh.edu/olpm/bylaws/Appendix.5.htm (Last visited June 5, 2001).
Wong, A.T. (1999). Prior Learning Assessment and Recognition: A Guide to University Faculty and Administrators. (2nd Edition). University of Saskatchewan: University Extension Press. Saskatchewan.
Wong, A.T. (1999). Behind the Scene: Building incremental Support for PLA at Research-Intensive Universities. PLA 99: 3rd National Forum on Prior Learning Assessment and Recognition. Vancouver, BC.
Zucker, B., Johnson, C., and Flint, T. (1999). Prior Learning Assessment: A Guidebook to American Institutional Practices. Council for Adult and Experiential Learning. Chicago.
APPENDIX A – LIST OF QUESTIONS ASKED
The following questions were developed by the BC PLA Steering Committee’s Research Subcommittee and used as an outline for discussion during phone interviews. 1
Policy Statements
• Do you have a university-wide policy for PLA?
• Where can it be found? Under challenge exams, course waivers, exemption or somewhere else?
• How long has it been in place?
• Do you have faculty/departmental policies for PLA? • Where are these policies posted?
• Are their some faculties that participate in PLA and others who do not? • Which ones are they?
• Which assessment policies are used at your institution? a) Portfolio
b) Challenge exams c) Interview
Organization
• Where is PLA handled in your Unit? • Is there a PLA coordinator/office? • What is the volume of PLA?
• Are their records other than transcripts that are kept to monitor PLA within the institution?
Process
• What are the levels of approval once credit (PLA) has been recommended by a faculty member?
a) Advisor > Dean >Registrar?
1
Upon disbandment of the BC PLA Steering Committee in April 2001, this subcommittee became the BC PLA Research Committee.
Appendix A A- 2 Questions
b) Something different
• What happens to the levels of approval when the student is registered in a DIFFERENT faculty than the one who is assessing a course transfer? For example: An engineering student asks for credit of a math course, or a Science student asks for an English course? • What is the process that a student must follow to obtain PLA?
• Who do they go to first? Registrar? Department? • How is credit and registration assigned?
• Can a student receive PLA before accepting a position at the University?
Resourcing
• What are the costs for the assessment to the institution? • To the student?
• Who receives payment and how much for the assessment completion? a) registrar’s office
b) faculty doing the assessment
• How much does the student pay for the actual credit?
• Who gets the money that is collected for the course itself, and not the assessment?
Transcripting
• How is credit given? a) block credit
b) credit for specific courses
• Does the fact that the course was given PLA credit show up on the transcript? • Is PLA identified on a student’s transcript? Or does it just show up as credit given? • Are there grades assigned?
Marketing
• Do you use the fact that PLA is an option at your institution as a means to attract students?
• Do international students make use of the PLA assessments? • Is it used as a way to attract international students?
• Do you use partnership agreements with other institutions, domestic or international to provide block credit to some students?
Appendix B B - 1 Institutions Contacted
APPENDIX B - INSTITUTIONS CONTACTED
Institutions contacted with some form of published PLA activity:Australia
Institution
University of Queensland University of South Australia
Canada
Institution Athabasca University Carleton University Dalhousie University McGill University McMaster University North Island College Open Learning Agency Queen’s University Royal Roads UniversityRyerson Polytechnic University Simon Fraser University
University of Alberta
University of British Columbia University of Calgary
University of Guelph University of Manitoba University of New Brunswick
University of Northern British Columbia University of Regina
University of Saskatchewan University of Toronto University of Victoria University of Waterloo
University of Western Ontario University of Windsor
United Kingdom
Institution
Cambridge University
Roehampton Institute of London University of Bath University of Coventry University of Edinburgh University of Glasgow University of Sheffield University of Surrey
United States
Institution America UniversityBrigham Young University
California State University (Bakersfield Campus) California State University (Chico Campus) California State University (Northridge Campus) DePaul University, Chicago
Eastern Michigan University Eastern Oregon University Indiana State University Ohio University
Pennsylvania State University Temple University
University of Alabama University of Alaska University of Minnesota University of New Hampshire University of Southern Maine University of Texas
Appendix B B - 3 Institutions Contacted
Institutions contacted with little or no PLA activity:
United States
Institution
California Institute of Technology Carnegie Mellon University Harvard University
Northwestern University Oregon State University Princeton University Purdue University Rutgers University Stanford University
University of California System
University of California, Berkeley Campus University of California, Davis Campus University of California, Los Angeles Campus University of California, Santa Barbara Campus University of Southern California
Yale University
Institutions contacted which did not reply to inquiries:
United States
Institution Amherst College Boston University
Massachusetts Institute of Technology University of Cincinnati
APPENDIX C – PROCEDURES BY INSTITUTION
Institution Request Other # per
year
American University Adult and Continuing Studies
Course is offered in preparing a portfolio
Athabasca University Centre for Learning Accreditation
Costs are dependant on the course
Boise State University A committee has just been
struck to look at Prior
Learning policy and practices. Brigham Young University California State University -Chico Campus Office of VP Academic Affairs California State University -Northridge Campus Office of VP Academic Affairs California State University – Bakersfield Campus Department or VP Academic Affairs
They have a computer competency component for freshman
0
Carleton University Faculty Registerial Offices Dalhousie University
DePaul University The School for New Learning
Experiential Learning is a component of the degree and students set out new learning objectives as a means to work towards a degree. Eastern Michigan University Eastern Oregon University Division of Distance Education A portfolio preparation course is required before receiving credit
Harvard University McGill University
McMaster University Faculty or department Memorial University
Ohio University Contact the academic unit Must take the exam within six months
Appendix C C- 2 Procedures by Institution
Institution Request Other # per
year
Open Learning Agency Program areas decide what methods if any prior learning for a course will be
evaluated
OLA program advisor must be contacted before
submission of a formal request. Applications available on the web and at OLA's Student Services. Pennsylvania State
University
0 Queen's University
Royal Roads University Special forms included with application to gather appropriate information
Ryerson Polytechnic University
A list of courses available to challenge is posted for students
San Francisco State University
Challenge and Portfolio handled through different contacts 15 Simon Fraser University
Temple University
University of Alabama 45
University of Alaska Testing Services Office for forms and admin
Grades are not computed in the GPA for challenge exams
25
University of Alaska ?? 30
University of Alberta Department or Faculty Deadline for completion of exam is one month after approval.
University of BC Limited to individual programs
University of Calgary Faculty Offices Written permission must be obtained by the registration deadline from the Department Head and the Dean's Office.
University of Edinburgh Department 2
University of Guelph Academic Review Subcommittee
University of Manitoba Student Records Office University of Minnesota Program for Individualized
Learning
50 University of New
Brunswick
Appendix C C- 4 Procedures by Institution
Institution Request Other # per
year
University of Northern BC
University of Regina Office of the Registrar for official application
Faculty determines method of assessment University of Saskatchewan University of South Australia Department 10 University of Southern Maine PLA Office 90 University of Surrey
University of Texas Registrar's Office University of Toronto
University of Victoria Faculty Offices University of Waterloo Faculty offices University of Western
Ontario
University of Windsor Primarily in the BA in Liberal and Professional Studies
APPENDIX D – POLICY INFORMATION BY INSTITUTION
Institution Type of PLA Costs Type of Credit Transcript Letter
grade Other Maximum credit
American University
PLA-various $150 per
credit
Specific/general CR=credit No 30 credits
Athabasca University
PLA-various Processing
plus credit charge
Specific No None specified
Boise State Univ. Pending Brigham Young
University
Challenge $100/ exam Specific CR/NC Optional
California State University – Bakersfield Campus
PLA-various No charge Specific/general XX-Test No 30 credits
California State University – Chico Campus
Challenge No charge Specific/general CR/NC Optional Not at masters level 30 credits
California State University – Northridge Campus
Challenge No charge Specific/general CR/NC Optional 30 credits
Carleton University
Challenge Specific CH = Challenge No Five credits
Dalhousie University
Transfer and advanced standing DePaul University Adult Centered
degrees
Set program cost
Not applicable Competency based
??
Student sets learning objectives Not applicable Eastern Michigan University PLA-various 30 hours Eastern Oregon University
PLA -various Fee for
course only
Appendix D D- 2 Policy Information by Institution
Institution Type of PLA Costs Type of Credit Transcript Letter
grade Other Maximum credit
Harvard University
Transfer credit only
Specific Transfer credit No Undergraduate level
only
64 credits McGill University Advanced
standing McMaster University Special assessment -examinations, essays, papers, portfolios or laboratory tests Same as a regular course fee
Specific Pass or Fail shows
COM=complete
No
Memorial University
Challenge Specific PAS=transfer credit No
Ohio University PLA-Challenge Regular cost of a course
Specific CR=credit Yes No limit
Open Learning Agency Challenge and portfolio At the discretion of each program Challenge is recorded No Courses delivered by
SFU, UBC or UVIC are NOT available for challenge
Pennsylvania State University
PLA-Various $90-$300 Specific As transfer credit
appears
No 30 credits/six credits per
portfolio Queen's University Challenge and advanced standing $100 with $50 returned if successful Specific Royal Roads University
PLA – admissions Used to review
applicants Ryerson
Polytechnic University
Challenge $155 Specific CHG=Challenge Yes Not included in GPA
calculation
50% of a program
San Francisco State University
PLA-various Specific/general CR=credit No 30 credits
Simon Fraser University Challenge Same as regular course fee Specific CC=course Challenge
Institution Type of PLA Costs Type of Credit Transcript Letter
grade Other Maximum credit
Temple University
Challenge 60 Specific CR=credit No
University of Alabama External Degree Program $300/ portfolio
Specific/general CR=credit Yes 32 hours of a 128 hour
program University of
Alaska
Challenge $40 per
credit
Specific CH= Challenge No Undergraduate and
graduate University of
Alaska
Portfolio $100 per
credit
Specific PRT=portfolio No 25% of a total program
University of Alberta Special assessment -method is at the discretion of faculty
$188.52 Specific or general Pass or Fail shows Yes Graduate and honours
courses do not qualify
12 credits
University of BC Challenge $50 Specific Will transfer PLA
credits earned in other institutions University of Calgary Challenge Same as a regular course fee
Specific Pass or Fail shows Yes Not all courses can be
Challenged. Discretion given to departments and faculties. Faculty discretion University of Edinburgh
PLA-postgraduate 50 pounds Specific Cr=credit Specific graduate
program only
Nine credits University of
Guelph
Challenge Specific CH = Challenge No Learning contract Five credits
University of Manitoba
Challenge Half of
regular course
Specific Pass or Fail shows Yes DNQ for residence
requirements {DNQ??}
One year's credit
University of Minnesota
Challenge/ portfolio
$120 - $300 Specific Transfer credit No Undergraduate level
only
Six credits/30 credits University of New
Brunswick
Appendix D D- 4 Policy Information by Institution
Institution Type of PLA Costs Type of Credit Transcript Letter
grade Other Maximum credit
University System of New
Hampshire
PLA various $100-$150 Specific/general No 30 credits
University of Northern BC Challenge 112.89 for a Three credit course Specific University of Regina Challenge Same as a regular course fee
Specific Pass or fail shows Yes Faculty decides which
courses can be Challenged
Faculty discretion
University of Saskatchewan
Pilot projects PLA -various University of
South Australia
Specific/general Cr=credit No 30 credits
University of Southern Maine
PLA-various $85-$100 Specific/general PRT=portfolio/
CH=Challenge
No 30 credits
University of Surrey
PLA-various Specific Cr=credit No
University of Texas
Challenge 30 Specific CR=credit No
University of Toronto
PLA – certificate $75-$300/ course
Specific Exemption No Must still make up the
credits University of Victoria Challenge and portfolio (Nursing) No additional fee for Challenge/ fee for portfolio
Institution Type of PLA Costs Type of Credit Transcript Letter
grade Other Maximum credit
University of Waterloo
Challenge Specific CR=credit No Criteria is higher for
passing the challenge University of
Western Ontario
Transfer University of
Windsor
Appendix E E- 1 Sample Polices and Procedures
APPENDIX E –SAMPLE POLICY AND PROCEDURES
The following sections, found in the left-hand column, introduce the key elements required in the development of a PLA policy template. The most common features, or examples of these
elements, are collected here to provide an example “policy and procedures statement.”
Since the left-hand side of the grid represents only one option of how to organize prior learning within a university setting, the right hand column is meant to provide commentary, additional options to the reader on PLA policy decisions, and forms of procedure.
Where there are blanks in the right hand column, the policy or procedure on the left should be carried out, and no options exist or were apparent that could be considered appropriate practice.
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
I. Policy Statement/Introduction 1. It is the policy of the University to grant
credit or exemption, on the basis of prior learning whether from formal studies, or professional, work or life experience.
• Adult students often bring a great deal of knowledge with them when they decide to return to get a university degree. Some faculties may award credit to students for past life experiences and past formal education through PLA.
2. The University supports as guidelines the principles of best practice published by the Centre for Curriculum Transfer and Technology of British Columbia.
• Each faculty is responsible for outlining a PLA policy. In some cases it was
identified in published form that faculties participated in PLA, and sometimes even which courses would be considered for PLA.
II. Central principles • Credit is awarded only for learning and
not for experience
• Credit should be awarded only in the context appropriate for it
• Credit will be awarded only for university-level learning
• Credit should not be given twice for the same learning
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
II. Central principles (Con’t) • The determination of competence levels
and of credit awards will be made by appropriate subject matter and academic experts.
• Full disclosure should be made of policies and procedures used
• Assessors will receive adequate training on an ongoing basis
(Zucker, Johnson and Flint, 2000)
III. Definitions
Prior Learning Assessment - the systematic
process that involves the identification, documentation, assessment and recognition of learning. This learning may be acquired through formal and informal study including work or life experience
Numerous definitions could be added within this section. Examples include the definition of:
• Portfolio
• Challenge Exam • Assessment
Prior Learning Assessment - assessment by
some valid and reliable means, by a qualified specialist, of what has been learned through non-formal education, training or experience that is worthy of credit in a course or program offered by an institution providing the credit
Credential - the document acknowledging
completion of a particular program or course of study.
Appendix E E- 3 Sample Polices and Procedures
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
III. Definitions (Con’t)
Exemption - the waiving of a requirement; a
student may be excused from completing a course or program requirement if approval is granted by the appropriate institutional representative; usually exemptions are only granted to students who have proven that they have comparable learning; although an
exemption may be granted, the student may be required to replace the exempted course with an alternate.
Transcript – the document provided by the
post secondary institution that verifies the student’s enrolment and achievement in the institution; the transcript records course title and number, date of enrolment, grades, and any credential(s) received.
Transfer - transfer consists of the granting of
credit toward a credential by one institution for programs or courses completed at another. In British Columbia, transfer arrangements exist between the secondary and post secondary systems and, to a greater extent, among the colleges, university colleges, universities and institutes of the post secondary system. Such arrangements are normally made on a bilateral basis by the individual institutions; but the Open Learning Agency also operates a credit bank to assist the broader accreditation of post secondary courses and the recognition of valid non-formal learning.
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
IV. Location of PLA Activity 1. If a student wishes to investigate the
possibility to have prior learning recognized by the University, the student should first consult with the central PLA office. Advice will be on the procedures of submitting an application and the preparation of an application, including costs and deadlines.
• There can be a PLA Coordinator within Continuing Studies, or the Registrar’s Office.
• Requests can be made directly to faculties only, then a specific advisor.
2. The Central PLA office will contact specific content and subject experts for the assessment of an application and assist faculty with guidelines of how to assess a claim. The central office is also responsible for keeping records, collection of fees and of reporting outcomes to the Registrar's office.
• Each individual Faculty would have the responsibility of assessment and having it recorded with the Registrar’s Office. The Registrar’s Office would play a loose coordinating role.
V. PLA Selection/Assessment Tools/ Forms of Assessment The following are prior learning alternatives
available at the University:
A range of PLA exists internationally – some of which may not be available in Canada but in addition to the ones found in the
“template” include: 1. Challenge exams: currently enrolled
students who, through formal study or informal learning, have thorough knowledge of the facts, ideas, and concepts of a University course may request the opportunity to challenge that course. If they pass a faculty developed examination, they can earn credit for that course.
Standardized Exams: acceptance of exams by other organizations. Some US examples include College Level Examination Program (CLEP), and Defense Activity for Non-Traditional Support (DANTES)
Appendix E E- 5 Sample Polices and Procedures
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
V. PLA Selection/Assessment Tools/ Forms of Assessment (Con’t) 2. Portfolio Assessment: awarding credit on
the basis of portfolio assessment for specific courses is at the discretion of each faculty and department. Each department can allow an undergraduate student interested in receiving credit for university-level learning obtained in non-traditional settings to develop a portfolio that reflects knowledge mastered, request assessment of the portfolio, and be awarded credit.
Individual Assessment:
• institution based assessment through portfolio review or oral interview • assessment of nationally recognized
certificates of achievement
VI. PLA Procedures Challenge Exams: 1. The student must submit a written request
to challenge an exam.
• Contact department or faculty representative
2. The written request is submitted to the central PLA office.
• Obtain approval to undertake a challenge exam from faculty representative
3. The request must then either be approved or denied by the department offering the course.
• Advise the registrar’s office of the challenge attempt
4. The student must write the exam within the first three weeks of class.
• Have student pay for the challenge exam prior to taking the exam
5. A minimum passing grade of "C" or 60% must be obtained in the challenge exam.
• Faculty representative records the grade and advises Registrar’s Office
6. Fees for the challenge exam must be paid in full prior to taking the exam.
7. The academic appointee grades a “pass” or “fail” standing.
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
VI. PLA Procedures (Con’t) Portfolio Assessment: 1. The student uses a credit-by-portfolio
registration form to request a portfolio assessment.
2. The credit-by-portfolio registration is submitted to the central PLA office. 3. After discussion with the PLA
coordinator and with the department and content experts, the student is advised if the department offering the course(s) will accept a request for assessment by
portfolio for the course(s) in question.
• Student contacts department and a faculty advisor is named
• Faculty advisor advises student if the claim will be assessed.
4. The department designates a faculty member or committee with appropriate expertise to conduct the portfolio assessment.
5. The student compiles the portfolio within the guidelines established by the
department and submits the portfolio to the faculty member or committee for assessment.
6. The faculty member or committee may recommend minor adjustments to the portfolio in content or structure and ask a student resubmit with changes and the portfolio reassessed. If the student chooses to make changes no additional fee for assessment would be charged.
Appendix E E- 7 Sample Polices and Procedures
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
VI. PLA Procedures - Portfolio Assessment (Con’t): 7. Academic standards in assessing the
amount and quality of learning demonstrated by portfolio are to be equivalent to the learning expected in the course when credit is acquired via
instruction.
8. The faculty assessment is completed within a reasonable time frame. 9. Fees must be paid in full at time of
registration.
• Collection of fees would take place through an administrative unit at the university, most likely student services. 10. The faculty member or faculty committee
assigns a “Pass” or “Fail” standing.
• Some institutions required only a pass/fail requirement. Others indicated the minimum grade achieved needed to be higher, and was most often set at 60% for credit to be granted.
VII. Restrictions on PLA Restrictions on Challenge Exams: 1. A student may challenge an exam only
once, and not for a course that has been failed or previously registered in.
Challenges can occur more than once.
2. A student must be registered with the University to apply or receive services.
Standard at all institutions
3. Credit is granted at the undergraduate level.
Credit can be granted at both graduate and undergraduate level courses, or alternatively only for a list of approved courses, or identifying particular departments who may accept a claim.
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
VII. Restrictions on PLA (Con’t) Restrictions on Portfolio Assessment: 1. Credit sought by portfolio assessment
cannot duplicate other coursework. 2. Total number of credits allocated for one
portfolio is six credits.
• Advisor and student can negotiate for credit allocation
3. Student must be registered with the University to apply or receive services.
• This is a standard policy, no alternatives were found. However, people did indicate that it might be advantageous for
recruitment if some pre-assessment phase could be carried out in some way.
4. The onus lies with the student to prepare an acceptable portfolio.
• A course on preparing a portfolio may be a condition of acquiring credit
VIII. Recording of Credit Challenge Exams: Recorded with a 'Pass" or "Fail" on the
transcript based on the minimum standing required for a pass. This is usually set at 60% for challenge exams. The course number is recorded along with a code that indicates a challenge exam has take place. The courses completed by challenge exam are not factored into a grade point average for the student.
• A grade can be assigned
• Transcript can indicate credit obtained without indication that credit was assigned by challenge exam.
Appendix E E- 9 Sample Polices and Procedures
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
VIII. Recording of Credit Portfolio Assessment: Recorded as "Pass" or "Fail" on the transcript
based on the minimum standing required for a pass. This usually will reflect the existing course requirements, which the student is seeking, credit for. The course number is recorded along with a code that indicates the student has gained credit through prior learning. The courses completed by portfolio assessment are not factored into a grade point average for the student.
This is a standard way to record credit for portfolio work. However, where PLA is done for a specific program instead of a specific course, learning objectives can be used as a means of assessment rather than courses. The programs at DePaul University provide of good example of this technique.
IX. Forms of support for PLA There are two major forms of support that
either a central or decentralized PLA representative must provide. One is to students, the other to faculty conducting prior learning assessments. Within a policy
document, discussion of support services is essential. It is also important to reiterate that the responsibility of preparing a claim to the satisfaction of the department and academic appointee lies with the student.
Certainly level of support is a matter of policy for each institution. However these areas of support are outlined as best practices for PLA organizations including CAEL, CAPLA and APEL in the United Kingdom. It is strongly recommended that some level of support be maintained for PLA should
policies be put in place, to ensure the initiative’s success and use.
Student support can include: • preliminary discussions about registering
a claim
• offering courses to prepare students for final assessment
• providing detail of process regarding PLA methods
• ensuring that the recording of credit on transcripts is completed
• initial counseling as to the basic merits of a claim
• active marketing to make adult students aware of opportunities of PLA within their programs of study.
PLA Sample Policy and Procedures Alternative Policies and Procedures and Additional Information
IX. Forms of support for PLA – Student support (Con’t): • providing resource materials and
guidance on how to prepare a claim for assessment
Faculty support can include: • briefing faculty on the process and
function of PLA policies
• assisting faculty to identify courses which may be appropriate for PLA
• providing guidance and training on ways to assess a prior learning claim
• assist faculties in setting up special
programs that have a major component of PLA within its activity. Liberal Arts and Technology Programs are examples. X. Resourcing and Implementation
Fees are usually charged for taking challenge exams and portfolio assessment. Please see Appendix D for a range of charges applied by other universities.
The disbursement of funds within the universities has the revenues go through a centralized unit with honoraria provided to participating faculty. Individual portfolio assessment receives a greater stipend than a challenge exam
Since prices charged are found in Appendix D, and a range of charges was mentioned in the Summary section, the reader could devise his/her own resourcing options in this
Appendix F F- 1 Sample Polices and Procedures
APPENDIX F – PLA UNIVERSITY POLICY EXAMPLES
The following institutional websites were utilized in developing this report:Pennsylvania State University: Policy on Acquisition of Credit
http://www.psu.edu/dept/ufs/policies/42-00.html
College of Lifelong Learning, University System of New Hampshire
http://www.cll.edu/services/prior_learn.htm
University of Southern Maine: Office for Prior Learning Assessment
http://www.usm.maine.edu/advising/prior.htm
California State University—Bakersfield
http://www.csubak.edu/
University of Queensland (Australia): Working Party on Credit Transfer
http://www.admin.uq.edu.au/AcadBoardOffice/policy/Credtrans_report.html
Ohio State University
