Redesign of Prior Learning Assessment in an Award-Winning Degree Completion Program

dc.contributor.authorBoden, Carrie J.
dc.contributor.authorCherrstrom, Catherine A.
dc.contributor.authorSherron, Todd
dc.date.accessioned2019-07-27T18:41:52Z
dc.date.available2019-07-27T18:41:52Z
dc.date.issued2019-01
dc.description.abstractIn the 21st century economic landscape, many argue the importance of a college degree, as entry into many occupations now requires advanced credentials. Pursuing a college degree costs time and money, often presenting barriers to those pursuing the dream. Prior learning assessment (PLA) offers a solution to spend less time and money earning a college degree by documenting outside learning. PLA shortens time-to-degree, reduces tuition costs, supports student persistence, and boosts degree completion, particularly for adult learners (non- and post-traditional students) and underserved populations. The purpose of this article was to examine PLA within an award-winning degree completion program primarily serving adult learners in order to improve practice. Aligned with the Council for Adult and Experiential Learning's (CAEL) standards for assessing learning, this article discusses the degree completion program, PLA course and competency portfolio, block credit competency model and block credit competency model and portfolio assessment, program administration, and implications.
dc.description.departmentOrganization, Workforce, and Leadership Studies
dc.formatText
dc.format.extent26 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationBoden, C. J., Cherrstrom, C. A., & Sherron, T. (2019). Redesign of Prior Learning Assessment in an Award-Winning Degree Completion Program. International Journal of Adult Vocational Education and Technology (IJAVET), 10(3).
dc.identifier.doihttps://doi.org/10.4018/IJAVET.2019070101
dc.identifier.urihttps://hdl.handle.net/10877/8404
dc.language.isoen
dc.publisherIGI Global
dc.rights.holder© 2019 IGI Global.
dc.sourceInternational Journal of Adult Vocational Education and Technology (IJAVET), 2019, Vol. 10, No. 3.
dc.subjectPLA
dc.subjectadult learners
dc.subjectnon-traditional students
dc.subjectpost-traditional students
dc.subjectCAEL
dc.subjectstandards for assessing learning
dc.subjectmodel
dc.subjectblock credit
dc.subjectbest practices
dc.subjectprior learning assessment
dc.subjectOrganization, Workforce, and Leadership Studies
dc.titleRedesign of Prior Learning Assessment in an Award-Winning Degree Completion Program
dc.typeArticle

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