Assessing and Awarding

Credit for Prior Learning:

Revised (October 2013)

Washington Student Achievement Council

Purpose……………………………………………………………………………………………………………………………………………………..4

Definition of Prior Learning……………………………………………………………………………………………….…………..….4

Challenge Exam………………………………………………………………………………………………………………………….….…..5

Portfolio…………………………………………………………………………………………………………………..………….………..…..5

2011-HB 1795…………………………………………………………………………………………………………………………………….8

NWCCU Accreditation-Standard Two…………………………………………………………………………………….……...…..8

Coding, Tracking and Transcription..…………………………………………………………………….………………….……...15

Fee Model..……………………………………..……………………………………………………………………………….……..………18

Student Portfolio of Prior Learning (Welding), Peninsula Community College.………………….……..……..25

Crosswalk: Industry Training (Fire Service) to College Credit, Edmonds Community College..………….33

Army/ACE Registry Transcript ………………………………………………………………………………………………………..45

College Transcript with Military Credit …………………………………………………………………………………………..47

Definition of Prior Learning

In 2011, in House Bill 1795, the Washington State Legislature defined prior learning as: “…the knowledge and skills gained through work and life experience; through military training and experience; and through formal and informal education and training from in-state and out-of-state institutions including foreign institutions.”

Organizations outside of the college system, such as private businesses, apprenticeship programs, and the military services, as well as the Washington State Legislature, have stated the need for this shift to greater assessment and award of credit for prior learning. Many students are voicing their desire for assessment of prior learning before they take additional college courses. PLA can enable colleges to become more responsive by providing increased access and flexibility for individuals. This increase in service will enable colleges to meet the needs of students, both current and potential.

The assessment of prior learning, although long associated with portfolio development and assessment, can also be offered using a variety of other methods. These include course challenge and oral examinations; standardized tests; credits earned through the American Council of Education’s College Equivalency Program (military education and training); the systematic observation of skill demonstrations, including role plays and simulations; and the evaluation of case studies or other assignments.

Methods of Assessment

Challenge Exam

3. Contract with faculty to develop challenge exams or use existing comprehensive final exams; and,

4. Communicate with your college registrars, advisors, faculty, students and others on your campus, that challenge exams are available.

1. Determine, with faculty, if a need for a portfolio class exists

   1. Are students coming into class with lots of previous experience? Can the course objectives be proven with the types of evidence listed above?

3. 3. Look online for other open resources in portfolio development.

4. As part of the curriculum develop a thorough syllabus/handbook for the student (see an example from Ferris State University here, http://www.scribd.com/doc/97687961/Portfolio-Development#fullscreen)

1. As a resource used by the PLA contact/office determine to which classes the student’s experience applies OR

2. to grant a student credits for their experience without an additional assessment (a faculty’s signature is still required to verify that the training is sufficient)

In response to feedback from registrars and other campus staff, the PLA work group created a sample tracking, coding and transcription model, which is available for adoption or adaption (see Appendix B).

Sample policies, created by the Washington State Prior Learning work group are provided in Appendix B. Examples of actual policies and processes are provided by Washington State institutions of higher education in Appendix C.

SB 6357, passed by the 2010 Legislature, found that “Washington institutions of higher education [need to] develop valued, reliable, and transparent policies regarding the academic recognition of prior significant life and learning experiences to be consistently applied at all Washington institutions of higher education.”

• Directed SBCTC to bring stakeholder groups together and “develop policies for awarding academic credit for learning from work and military experience, military and law enforcement training, career college training, internships and externships, and apprenticeships”

• Work group continued from 6357 before bill passed.

• Purpose of workgroup – to coordinate and implement the goals from 6357 and report progress on goals and outcome measures by December 31st of each year.

• • Develop transparent policies and practices

  • Improve practices across institutions

NWCCU Accreditation - Standard Two

2.C.7 Credit for prior experiential learning, if granted, is: a) guided by approved policies and procedures; b) awarded only at the undergraduate level to enrolled students; limited to a maximum of 25% of the credits needed for a degree; d) awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and e) granted only upon the recommendation of appropriately qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits to be awarded prior to the completion of the institution’s review process.

Assessment

Prior learning assessment methods include portfolio development; course challenge and oral examinations; standardized tests; credits earned through the American Council of Education’s Guide to the Evaluation of Educational Experiences in the Armed Services (ACE Guide); the systematic observation of skill demonstrations, including role plays and simulations; and the evaluation of case studies or other assignments.)

• Transferable to contexts other than the one in which it was learned;

• Current and relevant;

• Learners may be awarded recognition for demonstrating college-level learning that combines theory and practice, not for experience alone.

• The number of credits to be granted should be determined by the institution, based on their identified learning outcomes or other criteria.

Administration and Support

General

Fees/Enrollment

• The fees for assessment will be based on actual costs plus reasonable administration. The fees will be based on the amount of credit requested, not the amount of credit awarded.

• Credits earned through PLA at Washington Community and Technical Colleges will be accepted toward the appropriate course or program at any other Washington Community and Technical College.

Inter-College Reciprocity Policy

It is healthy and desirable to promote diversity among the transfer curricula at various community and technical colleges. This diversity allows colleges to meet specific community needs and interests, to develop innovations and best practices, and to capitalize on unique faculty and institutional resources, campus to campus.

However, as students, of necessity, transfer among colleges, it is equally important to ensure that they are not penalized by the differences in the specific requirements imposed by individual campuses within the general guidelines of the Transfer degrees (DTA and AS-T) as approved by the Instruction Commission.

Reciprocity of Distribution Areas/Specific Requirements:

The receiving institution will accept an entire Distribution, Communication Skills, Quantitative Skills, or other requirement for a transfer degree as met if that student:

C. Has maintained a cumulative college-level grade-point average (GPA) of 2.0 or better at the sending institution.

The receiving institution agrees to consider the requirement area met if these conditions, upon review, are met. (There is no limit to the number of requirement areas to be considered.)

Transcripts will include notation of requirements met by reciprocity. Notations will include the name of the sending institution.

Appendix B: Washington State PLA Work Group Sample Policies

Washington State is committed to fostering an educated and skilled workforce, which is essential for economic prosperity and meaningful work for its citizens. Increased enrollment in – and successful completion of – postsecondary learning programs is critical to achieving that goal. Prior Learning Assessment, or PLA, can help more students complete their training and degree programs sooner by evaluating an individual’s existing knowledge and competencies for college credit.

For the purposes of this policy:

Policy and Procedures

Faculty The faculty role in assessing student learning outcomes is clearly defined in the Northwest Commission on Colleges and Universities accreditation standards. Standard 2.C.5 states, “… Faculty with teaching responsibilities take collective responsibility for fostering and assessing student achievement of clearly identified learning outcomes” and, 2.C.7 states, “Credit for prior experiential learning, if granted, is: ... e) granted only upon the recommendation of appropriately qualified teaching faculty.”

1. Credit recommendations listed in the American Council on Education (ACE) National Guide to College Credit for Workforce Training and the ACE Military Guide

2. Credit recommendations listed by National College Credit Recommendation Service (NCCRS)

7. Institutionally prepared examinations. Institutional validation procedures should be objective to the extent that external evaluators would reach the same conclusion given the material reviewed.

8. Crosswalks (program evaluations of non-collegiate instructional programs commonly completed by Washington State students) adopted by institutions as evaluation of non-transcribed learning equivalent to college courses. For example: Washington State Basic Law Enforcement Academy to Administration of Justice courses or Military Medic training to Allied Health courses.

Fees Prior learning assessment and transcription fees should be transparent and consistent across the institution. Fees should reflect actual assessment and administrative costs, irrespective of the number of credits awarded.

Tracking [adopting institution name] will track data on the number of students awarded credit for prior learning, number of credits for prior learning, type of assessment methods, and associated costs to the student. This information will be reported to the Washington Student Achievement Council for inclusion in an annual report to the State Legislature. In addition, [adopting institution name] degree completion data collection will examine the relationship between degree completion and prior learning credit earnings by students.

SAMPLE policy: Tracking, Coding and Transcription

Tracking, coding and transcription of student learning is required to meet the needs of students, institutions, legislators, accreditors and other stakeholders. In order to meet these needs, operational definitions and practices must be clear and consistent across higher education.

Prior Learning, as defined by the Washington State Legislature, is the knowledge and skills gained through work and life experience; through military training and experience; and through formal and informal education and training from in-state and out-of-state institutions including foreign institutions. ¹

Transfer (not included in PLA coding) refers to the movement of students from one college, university or other education provider to another and to the process by which credits representing educational experiences, courses, degrees or credentials that are awarded by an education provider are accepted or not accepted by a receiv­ing institution. National standards and practices for transfer credit evaluation used by all institutions in Washington follow guidelines outlined in a Joint Statement on the Transfer and Award of Credit.²

Transfer credit is noted on a transcript by naming the institution which awarded the credit, and either a credit total or a listing of equivalent courses with credit values. These might be listed in the comments field or within the transcript itself.

Transfer credit includes:

• International Baccalaureate (IB)

• University of Cambridge International Examinations

• Technical College Direct Funded Enrollment Programs

• Tech Prep

• Apprenticeships

• Established Crosswalks adopted by institutions, as evaluation of non-transcribed formal learning

Prior Experiential Learning is coded in the Section field of student transcripts, using “PLE”, and requires a notation in the notes field of the transcript (e.g. BUSN161 experiential learning portfolio; common format TBD). Examples of this type of learning would be a combination of learning acquired through informal work-based and life experience.

• Portfolio of evidence of learning from work and life experience

1. There is no standard for this work and there needs to be multiple forms of assessing prior learning credit based on the unique experiential background of students that seek this service;

2. Faculty hold the core competency for making prior learning assessments;

• Portfolios

• Formal exams

Cost recovery for prior learning assessments should include direct and indirect costs unique to the assessment process (proportional share of faculty salary/benefits dedicated to the assessment, and the proportional share of indirect costs directly associated with supporting faculty in their role as prior learning assessment leaders. Facilities/grounds, libraries, and targeted academic programs such as corrections education should be excluded from the indirect cost allowance.

At the time of this analysis (2011), the hourly rate (including benefits) for the average full-time faculty member in the Community and Technical College system, is $45/hour. The indirect cost rate* shall not exceed 50.7% of the direct rate, for a combined maximum of $68/hour. (The same formula could be used to determine fees of other institutions, by inserting the applicable average hourly faculty wages and indirect costs.)

Nontraditional Credit Awards: 

• May be used to meet any appropriate graduation requirement.

DEPARTMENTAL CHALLENGE EXAMINATIONS OR
PRIOR LEARNING/LIFE EXPERIENCE EVALUATION
Students who wish to apply for a course challenge or prior learning/life experience evaluation must be interviewed and approved through the instructional department. Students should have justification for their request, a high school or college transcript, portfolio and/or other information pertinent to the request for credit. A course may not be challenged if the student is currently enrolled in, has previously earned credit in or has previously audited the course. A student may challenge a course he/she has previously enrolled in and received a grade only with the permission of the appropriate dean and department chair and/or designated department faculty member in the discipline for which credit is sought. (For transfer courses, check with the receiving institution for policies concerning challenge credits.) 

The student must pay a nonrefundable $10 nontraditional credit evaluation fee before taking an examination or having prior learning/life experience evaluated. Processing fees are charged at the rate of $5 per credit for the departmental challenge examinations and prior learning/life experience evaluation. 

Lake Washington Institute of Technology - Example PLA Process

• Full Prior Learning Assessment for up to 25% of a degree or certificate: $200

• Prior Learning Assessment for an individual class: $75

2. Students must first discuss the appropriateness of this option with their faculty advisor.

3. Students must complete or register for a minimum of 10 credits at LWIT before using prior learning assessment.

1. The Student fills out the Prior Learning Assessment Request form with the Faculty member who is the content specialist for the course.

2. The Faculty member forwards the Prior Learning Assessment Request form to Program Dean for his/her division for approval.

5. 2. Skill demonstration

   3. Oral Interviews
6. 3. Industry certifications, licenses, articulation agreements, observations of skill demonstrations, oral interviews, evaluation of case studies, and other written documentation may also be evaluated.

7. Faculty submit the Prior Learning Assessment Evaluation form to Program Dean with the course outline attached.

10. The Registrar handles the transcription of credit and generations of fees; the Registrar retains all paperwork:

    1. Credit Option with grade of “S” (satisfactory) selected

       1. 4. Run job SG080R or SG085R to append the record into the transcript database

       2. Registrar works with Student Accounts to:
    2. 2. Student must register/pay for and pass regular course to receive credit.

    3. Substitution/Waive Option

Olympic College - Example Processes by Which Credit May Be Earned

• CLEP and DANTES SST Credit –College Level Examination Program(CLEP) and Defense Activity for Non-Traditional Education Support Subjects Standardized Test (DANTES SST) credit are accepted at OC. For the purpose of CLEP and DANTES, examination scores are considered restricted electives within the Associate of Arts degree. A student may not have more than 15credits of restricted electives within the 90 credits required for the degree. All examinations are transcripted at OC as course credit with a “P” grade, so that the credits may be used as prerequisites for advanced courses. The credits are subject to the course repeat policy and will be posted only during a quarter in which the student is enrolled. Credit awarded for CLEP exams and minimum scores required may be viewed at the college's website. Additional credit may be considered for the Associate of Technical Arts degrees.

• Credit by Examination – Current OC students may apply to take a comprehensive examination covering the subject matter contained in a course designated by the division/discipline as eligible for credit by examination. Not all courses are eligible for such credit. An examination of this type for a particular course may be taken only once during any 12-month period. The procedure to follow is:

5. Return the form and Cashier’s receipt to the division office.

6. Take the examination(s).

3. Upon approval of the division dean, take the form to the Cashier and pay the required transcription fee.

4. Submit the form and the receipt to the Registration and Records Office prior to the third week of the quarter.

• Service Members Opportunity College (SOC) – As a member of the Service Members Opportunity Colleges for all branches of the service, Olympic College has committed to fully supply and comply with SOC Principles and Criteria. Through this commitment, Olympic College ensures that:–– Service members and their family members share in the post-secondary educational opportunities available to other citizens.–– Service members and their family members are provided with appropriately accredited educational programs, courses and services. Flexibility of programs and procedures particularly in admissions, counseling, credit transfer, course articulations, recognition of non-traditional learning experiences, scheduling, course format and residency requirements are provided to enhance access for service members and their family members to undergraduate education programs. Active duty military and family members, who have signed a SOC agreement, select a home college that tracks college credits earned while students work through their degree plan – regardless of duty station. SOC institutional members guarantee transferability of college credits within designated SOC course categories. Contact the Registration and Records Office for more details. Academic Information20 Olympic College Catalog 2012-2013

• Tech Prep Credit – Through the “Direct Transcript of Tech Prep Credit” agreement, high school and college credit may be earned at the same time. High school or technical school students who have earned a “B” grade or higher in specific Tech Prep courses may submit an application for college credit through their school career center counselor. Articulated courses are matched to OC professional/technical courses and are transcripted for college credit.

Edmonds and Highline Community Colleges - Examples of Crosswalks

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Highline Community College - Examples of Prior Learning Assessment for ENGL& 101

To get Prior Learning Credit for English 101, you must demonstrate your ability to produce a collection of writing that meets the requirements of a portfolio for English 101. Please see the Portfolio Scoring Guide below for clarification.

Steps to Complete

Components of the Portfolio (4 pieces)

1. A cover letter explaining to the reviewers why the work you have submitted meets the objectives for English 101 (see the ENGL 101 Course Outcomes and portfolio scoring guide).

3. A proctored essay exam set up by the English department that will demonstrate you understand and respond to an idea you read from another writer, offering your own idea in the form of an organized thesis/support essay

4. Peer Response: In addition to the above items, you will be asked (on site and in-person) to read a draft of a student paper and write a letter to the writer of the draft that identifies and explains what you consider to be the strengths of the paper (what works for you and why) and the areas that are in need of further work. You will be asked to offer specific suggestions for how the writer might improve this paper in terms of both its ideas and presentation (minimum of 1 page).

Both should indicate your ability to organize and support your ideas with awareness of an audience's needs.

The samples you include should demonstrate two different kinds of writing.  For example, if you had a year of community college, then a year of employment, you could elect to submit a narrative essay done in community college and a proposal done in a corporate setting as an example of a persuasive piece.

• A personal narrative or autobiography, a reflective essay, or piece of feature writing

• A summary and personal response to a critical essay.

• Include all prior drafts wherever possible

• You are also advised to include, where possible,

Scoring Procedure

Your portfolio and essay will be read by English Dept. Faculty in accordance with scoring criteria determined by the English Department. In order to successfully get Prior Learning Credit, the portfolio must pass based on the Exit Portfolio Scoring Guide (see example below). Incomplete portfolios will not receive a score. You must turn in a complete portfolio to be considered for PLA.

Students must earn a pass in both the Rhetorical Skills and Language Skills to earn an overall pass. Based on the criteria, each portfolio will receive one of the following scores: HP (High Pass), P (Pass), NP (No Pass) or U (Unscorable). Students earning a NP or U cannot earn higher than a 1.9 in Writing 101.

Essays may vary in length but must consist of a series of paragraphs that focus on and support a thesis (an assertion made by the writer that is specifically supported throughout the essay). The theses of the portfolio essays may be either implied or stated unless the assignment indicates only one or the other. Not all essays in the portfolio need to respond to reading or incorporate sources, though the in-class portion of the portfolio will require that students respond to a reading passage.

• The essays in the portfolio show extreme inconsistencies in voice and/or skill level.

• The writer does not adequately distinguish his/her own words and ideas from those of sources and/or the writer does not document sources.

Responsiveness to the Assignment: Essays meet or exceed specific assignment expectations. The student may take imaginative risks (for instance, unusual and/or difficult subjects, topics, organization, examples, or figurative language) and is generally successful.

Purpose and Audience: Purposes are evident; the writer establishes credibility and/or engages the audience throughout most of the portfolio. Tone and distance provide clarity, personality, and conviction. Voice and style of writing suit different purposes, audiences, and contexts.

Responding to Other Texts (written, oral, or visual): Writer integrates own ideas with those from other sources, entering into dialogue with ideas and assumptions expressed or implied in texts. Ideas and info from sources are presented fairly and completely through summary, paraphrase, or direct quotation, as appropriate. Writer distinguishes own words and ideas from those of sources and documents sources as appropriate to the assignment.

High Pass (HP) - Language Skills

Economy: In most cases, ideas and necessary info is communicated and emphasized concisely. Phrasing is clear and effective with little wordiness or unnecessary repetition.

Pass (P) - Rhetorical Skills

Thesis: Theses demonstrate reasonably narrowed topics. Focus and sense of direction are generally clear. The writer may stray from the thesis, but the overall focus is still apparent. Theses, whether implicit or explicit, may lack fullness of complexity, but do offer thoughtful reflection.

Organization: Overall plans of the essays are apparent with reasonable beginnings, middles, and ends; some information may be misplaced; some transitions may be unclear or lacking.

Grammar, punctuation, and spelling: The portfolio may contain some grammar, spelling, or punctuation errors, but the overall effect is not distracting or confusing. Patterns of errors may exist but occur infrequently.

Presentation: The format is generally appropriate to the assignment, though minor errors may exist. More careful proofreading may be needed.

Responsiveness to the Assignment: Essays do not respond appropriately to the assignments. Crucial aspects of the assignments are ignored or misunderstood.

Purpose and Audience: Purposes may be unclear, uncertain or simplistic; the writer does not maintain credibility or audience's engagement through most of the portfolio. Tone and distance are often not appropriate to the purposes, audiences, and contexts.

Development: Key elements in the theses, if they are established, lack support. Details are thin. The writer uses vague, generalized statements and weak examples. Oversimplified, generalized assertions occur throughout; paragraphs are either short and sketchy or long and unfocused.

Responding to Other Texts: Essays do not clearly restate central ideas of sources or respond directly to other writers’ ideas and assumptions. Writer’s words and ideas are not clearly distinguished from those of sources, and many problems with documentation exist.

• frequent usage and/or spelling errors,

• subject-verb agreement errors,

Economy: Wordiness, awkward phrasing, overuse of simple sentences, unnecessary repetition, or poor subordination occur frequently.

Appendix D: Prior Military Training

Sample Military Transcripts

Overview

• Military experience

• College-level test scores

(side one)