2. What is needed …..
• Definition of College/University Level
Learning
• Recognize and assess college/university-level
learning as primary assessment
• Understanding of good evidence
• Assessment Framework:
• Developmental
• Accessible
• Integrative
• Scalable/ Easy to Use
3. Lumina Foundation
Grant
Develop a framework to assess
college/university-level learning gained
outside the traditional educational
environment
4. Principles
Learning can be >, <, =
or ≠ concepts
Recognizes
Knowledge:
Any Context
Any Content
Different Audiences:
Meet Needs
Be Usable
Be Accessible
Captures
Learning Story
5. Researched
College/University Level Learning
• Lumina’s Degree Qualifications Profile
• AAC&U’s LEAP Essential Outcomes & VALUE Rubrics
• 90 (+) countries’ policies, practices & qualifications
frameworks
• National, Regional, Transnational
• Organizational (Labor, Non-profit)
• Pre-College, Graduate level learning
• Related research studies, policies, practices
• PLA practices across different countries
6. Andorra
Angola
Antigua and Barbuda
Australia
Bahamas
Barbados
Belgium
Belize
Bosnia and Herzegovina
Botswana
Brunei Darussalam
Cambodia
Canada
Chile
Croatia
Czech Republic
Democratic Republic of
the Congo
Denmark
Dominica
Egypt
Estonia
Fiji
Finland
France
Gambia
Georgia
Germany
Greece
Grenada
Guyana
Haiti
Hungary
Ireland
Italy
Jamaica
Jordan
Kiribati
Lao People's
Democratic Republic
Latvia
Lesotho
Liechtenstein
Lithuania
Madagascar
Malawi
Malaysia
Maldives
Malta
Mauritius
Montenegro
Montserrat
Morocco
Mozambique
Myanmar
Namibia
Netherlands
New Zealand
Norway
Pakistan
Papua New Guinea
Philippines
Poland
Portugal
Romania
Russian Federation
Samoa
Saudi Arabia
Seychelles
Sierra Leone
Singapore
Slovakia
Solomon Islands
South Africa
Spain
St. Kitts and Nevis
St. Lucia
St. Vincent and the Grenadines
Swaziland
Sweden
Switzerland
Thailand
Tonga
Trinidad and Tobago
Turkey
Tuvalu and Vanuatu
United Arab Emirates
United Kingdom
United Republic of
Tanzania
United States
Lumina/AAC&U
Zambia
Zimbabwe
9. Students
• Needed a different approach
• Flipped model
Use Prompts, Worksheet
& Examples of Evidence
10. Descriptors, Prompts & Evidence
• Descriptors characterize learning outcomes– they
describe the learning that would be expected
• Introductory Level
• Advanced Level
Faculty &
Evaluators
Learners
Transparent
Descriptor Prompts are questions that ask
learners to address particular descriptors.
Learners pick to which prompts they respond.
Evidence
11.
12.
13.
14.
15. Templates
ePortfolio template
How
have you
used it?
What do
you
Know?
How did
you
learn it?
Used students’ tasks,
projects, situations,
challenges
Prompted for solutions and
ways learning is integrated
Asked for evidence
Organizing the GLQF prompts
16. Assessors’ Template
• Provides GLQF learning descriptors
• Provides Student prompts
• Simple rubric
• No evidence
• Some evidence
• Full evidence
• Comments on student’s learning
17. THANK YOU!
Nan Travers, Ph.D.
SUNY Empire State College
Prior Learning Assessment Professional Development Series