Marcus Tillery, PhD - Dean
Richard P. Coe, PhD – Asst. Dean
School of Applied Science and Technology
Thomas Edison State College
*Five Tenets of Adult-Oriented Assessment and Related Learning
 Learning is derived from multiple sources.
 Learning engages the whole person and contributes to that person’s development.
 Learning and the capacity for self-direction are promoted by feedback.
 Learning occurs in context; its significance relates in part to its influence on those
contexts.
 Learning from experience is a unique meaning-making event that creates diversity
among adults.
Adulthood brings an expanded capacity of experiential learning, self-direction
and self – assessment. Working adults are unlikely to have the same sources of
learning as younger people recently in educational systems.
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*Adapted from Kasworm & Marienau, CAEL,– Jossey-Bass, 1997
Experiential Learning
(Lamdin, Lois – CAEL – Earn College Credit for What You Know, Third Edition, 1992)
 “A man who carries a cat by the tail learns something he can learn in no
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other way (Mark Twain)
Much learning that adults have acquired is “experiential”
Experiential learning is critical to the process of developing a
multidimensional individual
The transformation of experience into learning is the true university of
adulthood
What you have learned through experience, whether translated into
credit or not, is the most important learning a person acquires.
Portfolio Assessment is not for Everyone
 Have acquired knowledge and learning that is equivalent to college level course
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material
Are interested in earning college-level credit
Can define their learning in terms of academic courses
Have applied knowledge in some subject areas such as management, marketing,
finance, technology, arts, communications, merchandising, public relations, global
business, etc, etc, etc.
Have learning that can be supported by documentation (letters, certificates,
licensures, performance appraisals, etc. etc.)
Have the ability to analyze life experiences and articulate the knowledge gained
from those experiences.
Have college-level writing skills
Can produce a diverse list of resources that supports college – level learning.
Have the desire and motivation to expand upon their current knowledge base to
college level learning and achieving a higher level college degree.
*Credit awarded for learning not experience
*College credit awarded only for college-level learning
*Credit awarded for learning that has a balance, appropriate to subject, between
theory and practical application
*Competence levels/credit awards be made by subject matter/academic experts
CAEL Standards Relevant to Assessment of Prior Learning
 College credit only awarded for college-level learning and not experience.
 Assessment based on standards and criteria for the level of acceptance of
learning.
 Assessment should be an integral part of learning and based on an
understanding of learning processes.
 Determination of credit awards and competence levels must be made by
academic and/or appropriate subject matter experts.
 Academic credit or other credentialing should be appropriate to the context in
which it is awarded and accepted.
Steps in Assessing Prior Learning and Portfolio Assessment
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Student applies/accepted as matriculated for baccalaureate study.
Student and Academic Advisor complete an Advisor Approval Form (AAF).
Student submits Individual Learning Contract (ILC), AAF, and payment and enrolls in on-line
Portfolio Development course.
Development of portfolio (petition for academic credit) begins on line. Student can send all
or pieces for review/comment and feedback.
Student submits portfolio for evaluation on-line and/or hardcopy.
Academic Affairs appoint Faculty Evaluator (s) to evaluate portfolio, grants on-line access.
During evaluation FE can request an addendum to enhance quality of evaluation.
FE makes decision (award credit petitioned – award less credit – deny credit).
If credit is denied, student can appeal to Dean, Academic Affairs.
Dean AA will appoint 2nd Faculty Evaluator, grants on-line access.
Second FE reviews and makes credit recommendation.
If 2nd FE denies credit then appeal is concluded. Denial of credit does not appear on
transcript.
Final credit award placed on student transcript.
-All transfer/prior learning credits posted
-Academic Advisor/student identify remaining courses/schedule
-Depending on background and experience a student could potentially complete
their Bachelor Degree in 12 – 18 months.
FAQ – Assessment of Prior Learning and Portfolio
Assessment (CAEL)
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1. Why prepare an outline of the narrative?
An outline helps students stay organized, focused, and covers the course content.
The outline also assists evaluators who read the narrative to determine if the student’s learning was
appropriate to the course topics.
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2. What methods can be used to organize the narrative?
There are several methods for organizing the narrative. The narrative can be
organized topically, chronologically, theoretically, or by using a step by step
organizational pattern. Students should select the organizational pattern or
combination of patterns that best matches the subject matter being discussed
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3. How long should the narrative be?
The answer depends on how many credits are being petitioned and in what subject
area. A petition for a 3-credit course may require five (5) to seven (7) pages or
more of discussion. An upper level course (generally 300- level or higher) may
require a lengthier discussion. Students should start a new narrative for each
subject area being discussed (for example Business, Fashion or Computer Science).
FAQ – Assessment of Prior Learning and Portfolio Assessment
(CAEL)
 4. Do I have to cover every component of the course description or every
outcome of the course in my narrative?
Students should cover the most critical components of the course in their
narrative. Certainly, if a topic is listed in the course description, it should be
covered in the narrative. If there are too many topics to cover in one narrative,
the student can combine the topics or describe several topics in one section.
 5. Do I need to understand research theory related to the course?
Yes. If the course requires a component of theoretical understanding the student
should include their knowledge and understanding of the theories, principles or
major contributors to the field. The narrative is not a term paper but an
explanation of how the principles provide a framework for understanding
experiences. For instance, a young supervisor may be dealing with a difficult employee.
After a brief explanation of management or HR theory, the student can describe how the
theory was applied to a specific incident he/she encountered when dealing with the
subordinate employee.
FAQ – Assessment of Prior Learning and Portfolio
Assessment (CAEL)
 6. Do I have to write in the first person?
Yes. Students are describing their learning, so the narrative should be written in
the first person.
 7. What if my narrative sounds more like an essay on ideas I have learned rather than a
personal narrative?
Students often make the mistake of writing the narrative as if they were writing a
textbook or an advice manual on the topic. To add personal learning experiences, review
the strategies for adding details.
 8. Where can I receive assistance with writing my narrative?
Portfolio courses generally require a textbook that provides detailed guidance on how to
develop a portfolio. Students can also use a writing service to get tutoring on writing the
narrative. If using an online writing service, it is recommended that the student explain
to the tutor that the narrative is first person. It is strongly recommended that students
fulfill their written English requirement before writing the portfolio.
FAQ – Assessment of Prior Learning and Portfolio
Assessment (CAEL)
 9. How is the portfolio evaluated?
The student must demonstrate a 70 % (C) mastery to receive credit. The portfolio is
graded on a credit/no credit basis and does not affect the student’s grade point
average. The Faculty Evaluator(s) can make the following credit recommendations:
• -Credit recommended.
Student has demonstrated and documented college level learning for courses
being petitioned (considered at a 70% (C) grade or higher level).
 -Credit recommended with changes.
Faculty Evaluator(s) recommend credit with changes to the course title or
amount of credit.
• -Addendum is Requested.
Faculty Evaluator(s) need additional explanation or documentation to
make a credit recommendation.
• -No credit recommended.
Student did not demonstrate and document sufficient learning in the
course being petitioned.
FAQ – Assessment of Prior Learning and Portfolio
Assessment (CAEL)
 10. What if credit for my portfolio is denied?
If a portfolio is denied for credit, the denial is not recorded on the student’s record
and there is no affect on a student’s grade point average. Portfolio fees are based on the amount
of credit petitioned and reviewed, so the portfolio fees are not refunded.
 11. What if the Faculty Evaluator(s) requests an addendum?
If an addendum is requested by the Faculty Evaluator(s), the student will have Thirty (30) days
to resubmit the portfolio with the requested addendum to the FE. You should follow the exact
recommendations of the Faculty Evaluator(s). Once the addendum is submitted, the Faculty
Evaluator(s) can recommend credit or no credit.
 12. Is a reference page of sources required?
A reference page should be included on the last page of the narrative if a source is
cited or discussed in the narrative. If you studied numerous sources of information an
annotated bibliography should be included in the documentation section.
FAQ – Assessment of Prior Learning and Portfolio
Assessment (CAEL)
 13. How many documents do I need to include in the documentation section of the
portfolio?
The amount and type of documents depends on the number and type of courses
being petitioned. Generally, students should include five (5) or more documents
per course being petitioned that verify the learning.
 14. What if I can’t find documents to verify my experience?
Often students identify documentation options for verifying their experiences
while writing the narrative. The narrative explains the learning and the documents
verify the experience. Documents such as human resources records, performance
reviews, business receipts, screen shots of electronic documents, digital photos of
collections of artwork, letters from colleagues or supervisors, or even tax records
(numbers can be blackened) can be used for verification. Documents such as
computer codes can be recreated by the student if the original copy cannot be
found. You should brainstorm documentation options with your
Portfolio Development instructor and classmates. If no documentation is available to
verify the learning, the student may consider using other methods of prior learning
assessment such as testing.
FAQ - Assessment of Prior Learning and Portfolio
Assessment (CAEL)
 15. Preparing a portfolio seems like a lot of work. What are the rewards?
Thousands of students have used the portfolio method to earn college credit for
what they know. The rewards students mention include the satisfaction of earning
credit toward their degree goal and the recognition of their accomplishments.
Students also benefit from the prior learning assessment process by taking an
audit of their lifelong learning and preparing a resume - both valuable tools for
career and job development.
One study concluded that students who completed a portfolio (compared to students
who did not) showed higher levels of critical thinking because of their ability to reflect
on their life experiences. The reflective writing skills required for preparing the narrative
has helped many students gain confidence when completing future college coursework.
Portfolio Development Strategies in Industries,
Businesses and Professions
 Nuclear
 Fashion
 Education
 Management
 Nursing
 Aviation
Marcus Tillery, PhD - Dean
Richard P. Coe, PhD – Asst. Dean
School of Applied Science and Technology
Thomas Edison State College
Thank you, any questions?