Prior Learning Assessment a Student's Perspective ppt oct 2010 af


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Prior Learning Assessment a Student's Perspective ppt oct 2010 af

  1. 1. Prior Learning Assessments A Student’s Perspective
  2. 2. What in the world is a PLA, and how does it apply to me?  A PLA, or Prior Learning Assessment, is an avenue a student can take to demonstrate any College-Level Learning they may have gain from…  Work experience  Community Participation / Volunteering 1. Hobbies / Recreational activities  Military Training  Non-credit courses and seminars  While participating in educational planning with your Mentor and building your degree program, you work together to identify any subject areas in which you may have College-Level Knowledge
  3. 3. What are some options that exist to demonstrate College Level Learning? 1. Transcript Credit  Must be a grade of C- or higher 2. Standardized Examinations  CLEP, Excelsior Exams, Dantes etc. 3. Evaluated NonCollegiate-Sponsored Learning  ACE and PONSI 4. Individualized Prior Learning Assessment (PLA)
  4. 4. Transcript Credit  Can transfer in credits from a Regionally accredited College or University  Need a grade of C- or higher unless whole associate degree transferred in  Official transcript must be sent from that institution directly to Admissions  Foreign institution transcripts need to be sent through WES (World Education Services) 
  5. 5. Standardized Examinations  Common exams that translate to credit: CLEP DSST (DANTES) Excelsior College Exams (ECE) - click on exams Thomas Edison College Examination Programs (TECEP) Advanced Placement Program (AP) Graduate Record Subject Examinations (GRE)  If student results meet those established by the college for credit, that credit can be included in your degree program
  6. 6. Evaluated NonCollegiate – Sponsored Learning  College-Level learning you have acquired from educational experiences that have been previously evaluated.  A student may have credit for pre-evaluated learning from:  1. A license or certificate of completion of a training program  2. Completion of formal educational courses offered by business,  industry, professional associations, labor unions, and other non-  collegiate organizations evaluated by PONSI and ACE  3. Completion of formal military training and/or possession of  military occupational rating or specialty evaluated by ACE
  7. 7. Common Licenses, Certificates, and Trainings that have already been evaluated  ESC Generic Evaluations:  Licenses and Certificates  1. American Red Cross Certification  2. Credentialed Alcoholism and Substance Abuse Counselor  3. Emergency Medical Technician Certification  4. Insurance Licenses (NYS)  5. Real Estate Licenses (NYS and other states)  6. Series 7 Stockbroker’s License: General Securities  Registered Representative (NASD)  Training Activities and Apprenticeships  1. Apprenticeships (NYC Locals) Evaluated by ESC’s Harry  Van Arsdale Jr. Center for Labor Studies  2. New York City Police Department – Officer Promotions  Complete list available on the College’s web site:, search for “generic evaluations.”
  8. 8. Common Licenses, Certificates, and Trainings that have already been evaluated cont…  PONSI  1. New York City Fire Department  2. New York City Police Department  3. Verizon  ACE Guide to Educational Credit for workforce training  1. FEMA  2. Center for Financial Training Atlantic States  ACE Guide to Educational Credit by Examination  1. CollegeBoard Advanced Placement Examinations
  9. 9. Individualized PLA Process  What is the established process ? Student and Mentor work together to create an appropriate request. • Generic Request forms available at: request Form What should be included in the request? • 1. Include the “What” and “How” of the student’s learning  What are the specific knowledge, skills, and abilities associated with the requested topic? • 2. Also include information in regards to what the student is requesting  Specific Title  # and type of Credits • 3. Any documentation student can provide for the evaluator • 4. Submit Requests through PLA Planner after you have reviewed them – This link is also available on the Academics tab of MYESC under the link to DP Planner. Max of 8 credits per topic, unless Language, which has a max of 16 credits (8 upper & 8 lower)  FYI: There is a one-time $300 fee associated with process payable to student accounts
  10. 10. Individualized Prior Learning Assessment What is the Mentor’s Role in all Individualized PLA’s ?  1. To act as a resource for the student – help determine what the difference is between learning and experience.  2. Reflect with students on what College-Level Learning is.  3. Review Individualized CBE Requests before submission to Assessment Office 4. Help students formulate ideas for topics and how they may fit into their Degree ProgramBloom’s Taxonomy
  11. 11. Ready  Most students come to the PLA process thinking about what they do (i.e. manage, train, lead, paint, perform etc.). This is a great place to ready yourself for the process, but it can’t stop there.
  12. 12. Set  Armed with what you do, it is time to talk to your mentor about how the what you do can equate to credit. This is the time to set the wheels in motion.
  13. 13. Think Broadly  Your knowledge does not have to match a course description, but it is your responsibility to demonstrate that it is college-level  Don’t think too narrowly! Many people have coached their children’s sports teams, been involved with community organizations, had leadership roles in church/community/school, but don’t think about the knowledge gained as potential credit. Talk all possibilities over with your mentor, but never forget its about the knowledge gained, not the experience.
  14. 14. Go  Now that you have talked with your mentor and have a list of potential topics, it is time to think about what you know about these topics. To do this you can go to the specific or generic guides to Credit by Evaluation or simply begin by writing what you know.
  15. 15. Individualized Prior Learning Assessment How do I know what I know?  There are a number of ways to help you think academically about what you know. Below is a list of options. This is not an exhaustive list, but will get you moving in the right direction.  Course Syllabus  CDL Guides to Credit by Evaluation  Sample Exams (i.e. CLEP/DANTES etc.)
  16. 16. Individualized CBE: Using the Sources  Course Syllabus – simply review the content included in the course syllabus to determine if you are familiar with such content. If so, elaborate on this.  CDL Guides to Credit by Evaluation – simply answer the questions from each specific guide or the generic guide.  Sample Exams – most exams offer a list of the content and often have sample practice test. Look over the list to see if the topics listed are something you are familiar with.
  17. 17. A Practical Example: Beginning to explore your areas of learning Let’s say you have experience as a manager. As your mentor, I will ask you what knowledge you have gained from this experience? Below are some questions you might ask yourself to help you flush out what you know. Answers to these types of questions will also help you move from what you do to what you know. 1. What is Management (define)? 2. What do managers do? 3. What roles to managers play? 4. What is the difference between Management and Leadership? 5. What are the primary challenges for managers? 6. What are the Organizational Aspects of Management? 7. What are the Operational Aspects of Management? 8. What historical facts or theories do you know about Management?
  18. 18. Be Specific  When developing your request, be specific about the details. You need to let your evaluator know if you are requesting:  Introductory or Advanced Credits  Liberal Credits  General Education Consideration
  19. 19. PLA Planner  On-line Submissions Platform for Prior Learning Assessment Requests  1. Student Submits request to mentor  2. Mentor reviews and submits to Assessment office  3. Assessment office reviews and assigns an appropriate area expert (Evaluator) to work with student  4. Student and Evaluator arrange a mutually convenient time for a telephone interview  5. Once evaluator has enough information in regards to the student’s knowledge they submit a recommendation report back to the Assessment office
  20. 20. What type of questions will the Evaluator be asking?  1. They may ask you to provide further documentation  2. They may ask questions to clarify the knowledge that you have Bottom Line: They are trying to find out if you can demonstrate the knowledge that might otherwise be gained in a college-level course on this subject
  21. 21. So after I speak with the evaluator, I get the credit?  Not quite! The evaluator will make their recommendation based on the information you provide. What they recommend could be greater than or less than what you requested, depending on your demonstrated knowledge. However, what they provide is just that … “A Recommendation”  This recommendation goes to committee with the rest of your Degree Program before it reaches Final Approval.
  22. 22. Some good resources … Resources for information: A Student Guide: Credit for Prior College-Level Learning • A Student Guide: Credit for Prior College-Level Learning • See attached Sample ESC Website – “Credit for Prior Learning” • Credit for Prior Learning
  23. 23. Facts  You must be a matriculated student to use this process  The evaluator will make a recommendation regarding credit, but only an Assessment Committee and the Office of College-wide Academic Review can approve the credit  Before your PLA credit can become part of your ESC transcript, you must complete an appropriate Educational Planning course and have an approved degree program
  24. 24. Questions?