VSU Pilot Project for Assessment
of Prior Learning
• Federally funded grant to USG for
Transition to Teaching
• VSU was chosen to host the pilot for the
system
• Working group has completed 18 months
of planning with training on assessment
that leads to certification
• We would like to expand the program
beyond the Transition to Teaching
What options are currently available
for receiving credit for prior learning?
• CLEP (The College-Level Examination Program®)
• AP (Advanced Placement)
• DANTES Testing (Defense Activity for Non-Traditional
Educational Support)
• ACE Credits
• Departmental Examinations
• Documentation Assessment/Portfolio
A maximum of 30 semester hours can be earned through any
combination of CLEP, credit by departmental examination,
correspondence courses, extension work and advanced placement (AP)
(see page 70 of the catalog 2006-2007).
Possible Documentation for a
Portfolio:
• Combines the portfolio with other examples of achievement. For
example, with products, performance simulations, interviews, oral
exams, and skills demonstrations:
– Products may include a selection of fine art, computer software,
poems, books, stories
– Performances may include dance, music and theatre and may be live
or video taped
– Simulations such as role play. Useful when it is either too expensive
or impractical to bring in actual products or to arrange a live
performance
– Interviews and oral exams provide a more personalized assessment
which may clarify areas of learning
– Skills demonstrations assess hands on learning such as competence
in operating special equipment or conducting lab experiments
• With a portfolio, learners are able to demonstrate how acquired
competencies match what would have been learned from
completing a formal course.
Typical Documentation and
sections in a Portfolio:
• Portfolio Contents
– Cover page: name, address, phone number, title of course
equivalency requested and table of contents
– Chronological record: details of significant activities including
work experience, volunteer experience, and non-formal learning
– Statement of educational and career goals (approximately 500
words)
– Description of competencies, knowledge and skills
– Materials: such as job descriptions, performance appraisals,
transcripts, samples of work, testimonials, certificates of
attendance, previous credentials, samples of presentations or
written reports, awards and any other materials that document
evidence of knowledge of the assessed subject area
– Narrative: to convey to the assessor that the learner has acquired
the knowledge applicable to the course description under
assessment
• Combinations of Exams and Portfolio may also be used at
departments’ discretion
Imagine courses that might fit
documentation portfolios:
• Learning outcomes that may be
achieved in jobs or careers
• Verbal expression in work-related
presentations
• Skills used on the job that provide
theoretical as well as practical
knowledge with time and experience
Documentation Always Relates
to Specific Learning Outcomes
REL 3530/PHIL 3530 Christian Ethics
• To introduce students to basic sources,
methods, and norms in Christian ethics.
• To help students acknowledge diversity and
pluralism in Christian Traditions.
• To help students learn to think critically about
their own taken-for-granted ethical, theological,
and Biblical interpretive assumptions.
• To help students think constructively about the
role of Christian Churches in addressing
contemporary issues in social justice and
cultural transformation.
Potential Documentation for
PHIL 3530/REL 3530
■Sample demonstrations, parts of courses completed or
taught by the student in the context a church or
house of worship
■ Evidence and written reports from social justice
activities or community service
■ Letters from religious leaders, clergy, or community
service co-workers
■ Interviews, oral or written examination, oral
presentations
■ Documented familiarity with the variety of religious
traditions in a particular region, as a result of
ecumenical activities, outreach, service learning, or
community service
■ Successful grants written for faith-based programs,
community service, schools, church
■ Performance evaluations