SYS 135 Appendix A: Principles and Guidelines for Quality Prior Learning Assessment

As with the assessment of classroom learning, the objective of prior learning assessment is to identify student competency o a specific set of learning outcomes. To support that objective, the faculty-based Prior Learning Assessment Academic Planning and Policy Task Force (2011) developed a number of principles and guidelines that institutions use in the development of quality prior learning assessment practices. These principles and guidelines were informed by Prior Learning Assessment (PLA) practices and procedures in place at University of Wisconsin (UW) System institutions, peer systems and institutions and, in part, on the standards established by the Council for Adult and Experiential Learning (CAEL). Additionally, they were developed in alignment with criteria for accreditation and assumed practices established by the Higher Learning Commission and the joint transfer principles established by the American Council for Education (ACE), the American Association of College Registrars and Admissions Officers (AACRAO), and the Council for Higher Education Accreditation (CHEA).

These principles of quality prior learning assessment include:

1. Establish and articulate clear basic principles regarding credit for prior learning.
2. Credit for prior learning is awarded based on assessed learning outcomes, not for experience.
3. Credit for prior learning is documented and represents college-level achievement and competency of learning outcomes that are equitable to those assessed within a conventional college-level course.
4. Credit for prior learning assessment is based on standards and criteria that measure appropriate levels of learning and uses established practices and methodologies.
5. Credit for prior learning assessment is conducted by appropriate academic subject matter or credentialing experts.
6. Institutions articulate to students their credit for prior learning options and processes and advise students as to how credit earned through prior learning assessment will be applied to a student’s academic program.

Prior Learning Assessment Academic Guidelines

Guided by these PLA academic principles, the PLA Task Force recommended that each UW System institution establish and implement guidelines and develop policies and procedures regarding awarding credit for prior learning. The following reflects the Task Force’s recommended guidelines for the major categories of PLA – nationally recognized exams, course-specific examinations designed by an institution’s faculty, and credit by portfolio review.

1. Nationally Recognized Standardized Exams. Each UW System institution provides opportunities for admitted students to demonstrate college-level learning through nationally recognized standardized examinations. Guidelines to support this practice include:
   1. UW System institution policies specify the type of standardized credit by standardized examination opportunities that are available to an admitted student.
   2. Recognized exams may include, but are not be limited to the following options –
      • Advanced Placement (AP) examinations;
      • International Baccalaureate (IB) examinations;
      • College Level Examination Program (CLEP) examinations;
      • Excelsior/UExcel examinations (f.k.a. Regents College Exams);
      • DSST (f.k.a. DANTES).
   3. Minimum scores required to earn credit be established and published by individual UW System institutions and are easily accessible and available to students.
   4. Information specifying how specific exams and scores will apply to the student’s academic program is easily accessible and available to students.
2. ACE Credit Recommendations. Each UW System institution may provide opportunities for an admitted student to demonstrate college-level learning through the review of previously completed military and non-military training reviewed by the American Council on Education (ACE).
   1. UW System institutions specify which courses are available for credit utilizing the ACE Credit Recommendations, and those that may require supplemental assessments.
   2. UW System institutions develop a process for students to initiate a request that a course be considered for PLA using ACE credit recommendations and any supplemental assessments.
   3. Credit may be awarded following an evaluation of the ACE credit recommendations and supplemental assessment by an individual faculty member or by a team of faculty members and/or other selected personnel with expertise in the subject matter to be evaluated.
   4. Information specifying how credit earned through ACE credit recommendations that will be applied to a student’s academic program is easily assessable and available to the student.
3. Course-specific Examinations Designed by Institution’s Faculty. Each UW System institution may provide opportunities for an admitted student to demonstrate college-level learning through course-specific examinations designed by an institution’s faculty. Guidelines to support this practice include:
   1. UW System institutions specify which courses are available for credit by faculty-designed examination.
   2. UW System institutions develop a process for students to initiate a request that a course be considered for PLA by faculty-designed exam.
   3. Evaluation of the examinations will be carried out by the appropriate content area expert.
   4. Minimum standards required to earn credit by course-specific examinations be set by individual UW System institutions and their faculty and are easily accessible and available to students.
   5. Information specifying how specific exams and scores will apply to the student’s academic program is easily accessible and available to students.
4. Credit by Portfolio Review. UW System institutions may elect to offer a student the opportunity to earn college credit through portfolio review. If a UW System institution or program provides this option, the following guidelines are recommended:
   1. Specify which courses or programs qualify for credit by portfolio review and in what degree program areas the credit may be applied.
   2. Offer a course or other form of instruction designed to teach a student how to prepare an effective portfolio.
   3. Credit may be awarded for completion of a portfolio development course independent of the outcome of the assessment of the portfolio.
   4. Credit awarded that is based upon portfolio review meets the following criteria:
      • Credit is granted for college-level learning obtained during work or other experience, not for the experience itself.
      • The learning is documented and represents college-level achievement.
      • Under most circumstances, credit is awarded without grades.
      • If the assignment of a grade is deemed necessary or appropriate, the grade reflects the quality of the prior learning and not the quality of the portfolio design.
   5. Credit may be awarded following an evaluation of the portfolio by an individual faculty member or by a team of faculty members and/or other selected personnel with expertise in the subject matter to be evaluated.
   6. Information specifying how credit earned through portfolio assessment that will be applied to a student’s academic program is easily assessable and available to the student.

Additional PLA Guidelines

In addition to these PLA academic guidelines, the PLA Task Force recommended that the following guidelines are followed by all UW System institutions. These guidelines apply to both academic planning and non-academic planning areas.

Academic Planning

1. Personnel involved in prior learning assessment pursue and receive adequate training and continuing professional development for the functions they perform.
2. Ensure PLA transfer policy and practices are consistent with the UW System Administrative Policy 135 (SYS 135), UW System Undergraduate Transfer Policy.
3. Transcription of  PLA conform to standards to be established by UW System policy.
4. UW System institutions consider if and how prior learning assessment will be incorporated within new academic program proposals.
5. The UW System establish and maintain a system-wide repository of UW System institution course-specific exams.

Non-Academic Planning

1. UW System institutions develop and set PLA fee guidelines to support institutional development of fee policies that are consistent and equitable across the System.
2. UW System and institutions identify and assess the impact that PLA award and fee structures will have on student financial aid planning and aid eligibility.
3. UW System institution practices recognize, support, and encourage the contribution of faculty/staff involved in PLA.
4. Opportunities and policies related to PLA be widely disseminated to students.
5. Advising practices include processes to ensure policies, procedures, and criteria applied to PLA, including provision for appeal, are fully disclosed and prominently available to all parties involved in PLA.
6. UW System institutions collect information to recognize, assess, and create market demand for PLA programs.