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Global Learning Qualifications Framework
- 1. Global Learning Qualifications Framework Presented by NanTravers, Ph.D. SUNY Empire State College Prior Learning Assessment Professional Development Series For Assessing Prior Learning
- 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 aframework 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 Bosniaand 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
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- 9. Students • Needed adifferent 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
- 15. Templates ePortfolio template How have you usedit? 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 • ProvidesGLQF 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