Designing Competency-based PLA Pathways to Scale Up Completion and Learner Success – Phase II

Loading...
Thumbnail Image
Authors
Travers, Nan
Issue Date
2017
Type
Assessment Tool
Language
en_US
Keywords
SUNY , State University of New York , IITG , Innovative Instructional Technology Grants , Prior Learning Assessment (PLA) , PLA (Prior Learning Assessment) , Competency Based Education (CBE) , CBE (Competency Based Education) , Enrollment , Diversity , Capacity , Affordability , Assessment , Monitoring Student Progress
Research Projects
Organizational Units
Journal Issue
Alternative Title
Abstract
This is a proof of concept project to build and expand upon 2014 and 2016 IITG projects, which developed templates for seven PLA courses and creates an additional seven competency-based PLA templates. This current project will continue the competency-based approach by: 1) providing students access to the current CBE PLA templates built within the Sāgence™ system, 2) developing a PLA competency-based course so that students can document individualized learning from a competency-based perspective, 3) expanding the CBE PLA options from seven to 18 in Sāgence™, and 4) providing additional professional development to more faculty and professional staff. The goal of this project is to increase access to CBE options for students pursuing credit for individualized prior learning assessment through a portfolio options.
Description
This project developed competency-based prior learning assessment guides in 7 topic areas (bringing the total number up to 14), a generic guide and a competency-based PLA course - all available on-line. These guides will help students successfully document their prior learning and be assessed for college credit. This directly impacts completion because these guides increase the ability for students to earn credit for what they already know, decreasing the number of credits needed to complete a credential. Research shows that students who participate in PLA are 2X more likely to complete an associate degree and 2.5 X more likely to complete a bachelor's degree. Work related to an earlier phase is available at http://hdl.handle.net/1951/71304.
Citation
Publisher
Journal
Volume
Issue
PubMed ID
DOI
ISSN
EISSN