Transcript Slide 1

Flexible Learning Pathways in
Ohio and Prior Learning
Assessment (PLA) in the US
Penny Poplin Gosetti, Ph.D.
Interim Vice Provost and Associate Professor
The University of Toledo
June 18, 2010
Adult and Life Long Learning
“Studies show that older students are more
motivated and focused than many younger students
who do not have the same economic pressures to
succeed. But motivation can only go so far without
the support of the system to help them along the
way.”
University System of Ohio Strategic Plan (p. 56)
Presentation Topics
• Flexible Pathway Opportunities in Ohio
• Prior Learning Assessment (PLA)
– Methods
– Findings from a National Study
• Issues and Opportunities
Course Integration and Flexibility
Integrated course and program network among all
community colleges.
• Flexibility
• Ownership of courses
• Incentives for development and sharing of course
materials
More flexibility than traditional courses in times,
locations and duration and more online courses.
Transferability of 2-year Degree and CareerTechnical and Apprenticeship Programs
• A high school diploma or GED provides access to a
community college. General Associate degrees fully
transfer to a university.
• Adult career-technical and apprenticeship programs
are being included in the transfer system (CTAGs)
so courses and certificates will meet standards
sufficient for college credit.
– Learning outcomes developed in 5 technical areas
Transfer and Articulation
Students know in advance the courses and programs
guaranteed to transfer and apply to their degree
program. This includes general education, prerequisite,
and beginning courses in their majors.
College Readiness
Adult Basic and Literacy Education (ABLE) programs
build network of adult education programs focused on
college readiness.
• Provide alternative path to college
• Provide choices for “college prep” classes
Stackable Certificates provide pathway to career-oriented
postsecondary training and economic success through a
series of pre-college and college-level certificates that help
build academic and technical skills.
Experiential Learning
• Compact or agreement executed with business community
to substantially increase number of students participating
in internships and co-ops.
• Higher education serves needs of businesses to train their
incumbent workers; businesses will enroll more workers
into training programs that receive college credits or are
transferable as credits.
Skills Bank
The Board of Regents is leading the Ohio Skills
Bank (OSB) to link workforce supply and demand
at the regional level. Ohio Skills Bank regional
teams will also facilitate articulation and transfer
between adult workforce centers and community
colleges.
Prior Learning Assessment
Means of awarding college credit for learning outside the
classroom (e.g., corporate training, work experience, civic
activity, independent study) when evidence exists that:
• the learning experience is similar in content, depth, and
breadth to what is considered college-level learning.
• the learning experience occurred AND the experience was
purposefully reflected upon and integrated, to yield explicit
knowledge and skills.
PLA Methods – American Council on
Education (ACE) Guides
• Faculty evaluator teams review and make college
credit equivalency recommendations for formal
instructional programs offered by non-collegiate
agencies, both civilian employers and the
military
• Credit recommended by ACE awarded solely at
discretion of a college or university.
PLA Methods – Examinations
• College Level Examination Program (CLEP)
• DANTES Subject Standardized Tests (DSST)
• Advanced Placement (AP) Exams
PLA Method – Local
• Challenge Exams (credit by exam) – local
tests developed by a college to verify learning
achievement
• Evaluation of Local Training – program
evaluations done by individual colleges of noncollegiate instructional programs
• Transcript Analysis and Articulation
Agreements
PLA Method – Portfolios
• Experiential Learning Assessments
(Portfolio Assessment) – also known as
individualized student portfolios or interviews
Standards for Assessing
Learning Portfolios (CAEL)
• Award credit for learning, not for experience.
• Base assessment on standards and criteria for level of acceptable
learning that are both agreed upon and made public.
• Treat assessment as integral part of learning, and base it on
understanding of learning processes.
• Use appropriate subject matter and academic or credentialing
experts to determine credit awards and competence levels.
• Ensure credit is appropriate to the context in which it is awarded
and accepted.
Standards for Assessing
Learning Portfolios (CAEL)
• Clearly describe what learning is being recognized for credit.
Monitor awards and transcripts to avoid duplicating credit.
• Disclose and make prominently available policies, procedures, and
criteria applied to assessment, including provision for appeal.
• Base fees charged for assessment on the services performed in the
process, not on the amount of credit awarded.
• Provide adequate training and continuing professional development.
• Monitor, review, evaluate, and revise assessment programs to reflect
changes in the needs being served, the purposes being met, and the
state of the assessment arts.
Council for Adult and
Experiential Learning (CAEL)
• Establishes and disseminates standards for
awarding credit through assessment
• Trains faculty evaluators
• Conducts research on outcomes of these efforts.
• Encourages institutions to offer a range of PLA
assessment options, but places special emphasis
on the portfolio method of assessment.
CAEL National Study of Prior
Learning Assessment
• Multi-institutional study on PLA and adult
student outcomes.
• Examined records of 62,475 students at 46 US
and 2 Canadian colleges and universities.
• Followed the 7-year academic progress of
subjects from the cohort of adult students (aged
25 or above) who matriculated at these
institutions in 2001-2002.
Findings: PLA and Graduation
Rates
PLA students had much higher degree-earning rates
than non-PLA students.
 56% of PLA students earned a postsecondary degree
within 7 years, compared to only 21% of non-PLA
students.
 Bachelor’s: 43% of PLA and 15% of non-PLA
 Associate’s: 13% of PLA students and 6% of non-PLA
Findings: PLA and Persistence
• PLA students who did not earn degrees were more
persistent in terms of credit accumulation than nonPLA students
• PLA students earned more institutional course credits,
on average, than non-PLA students
• PLA students who did not earn degrees had stronger
patterns of annual enrollment and credit earning than
non-PLA students who did not earn degrees
Findings: PLA and Time-to-Degree
• PLA students earning bachelor’s degrees saved an average
of 2.5 - 10.1 months in earning degrees, compared to
non-PLA students earning degrees.
• PLA students earning 13-24 PLA credits saved an average
of 6.6 months, and those earning 49 or more PLA credits
saved an average of 10.1 months.
• PLA earners with associate’s degrees earned degrees 1.5 4.5 months faster, on average, compared to non-PLA
students earning degrees.
Findings: Institutional Policies and
Student Outcomes
The greater the flexibility the student has for using PLA
credit, the better the academic outcomes
• PLA credit can be used to obtain advanced standing at
the institution
• PLA credit can be used to waive course prerequisites
• PLA credit can be used to meet general education
requirements
• PLA credit can be used to meet program/major
requirements
Findings: Uses for PLA Credit
PLA credit can be used:
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to meet elective requirements (94%),
to meet general education requirements (88%)
to meet program/major requirements (79%)
to obtain advanced standing (69%)
to waive course prerequisites (67%)
Few institutions said that PLA could be used to meet
prerequisites for graduate programs or to fulfill residency
requirements
Findings: Uses for PLA Credit
• Apply PLA credit as “lower division” credit (100%)
• Apply PLA credit as “upper division” credit (75%)
• Limit PLA credit to specific departments/programs (38%)
• Limit number of credits used toward degree (80%)
• 64% offered 5 or more methods; 84% offered 4 or more
methods
Issues
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Cost
Standards and Quality Assurance
Consistency of Assessment
Transferability of Credit
Flexibility
• Fueling the Race to Postsecondary Success
www.cael.org/pdf/PLA_Fueling-the-Race.pdf