An investigation of the prior learning assessment practices at member institutions of the Coalition for Christian Colleges and Universities
Abstract
This study used mailed questionnaires to examine the 8 most common methods of assessing prior learning (PLA) for the award of college credit at member institutions of the Coalition for Christian College and Universities (CCCU). A usable survey was obtained from 89 of the 90 members. The survey instrument collected specific data about each of the 8 practices and examined one, individualized assessment, more thoroughly. The institutions' transcripting methods and their policies regarding the transfer of individualized PLA credit were also investigated. The data helped answer 14 descriptive questions and test 7 hypotheses. Results indicated that the percentage of CCCU institutions that make these 8 methods available was quite high. The majority of these institutions allowed all students to gain PLA credits and at both the lower- and upper-division levels. Most had a limit of approximately one year's worth of credit via PLA. Institutional charges for PLA credit were quite varied, across both method and institution. Final approval for PLA credit was most often given by the registrar or a faculty member. Regarding individualized assessment, most schools allowed such credit to be applied to general education courses, but fewer than half applied it to a major. Most schools had an institution-wide policy regarding individualized PLA and allowed assessment any time after enrollment. Portfolios were the most common method of assessing individualized learning. All schools provided counseling and many offered a credit or non-credit course. Most institutions reported the reason any given PLA method was not available was lack of need, but nearly half were "philosophically opposed" to individualized assessment. Methods of transcripting PLA were also quite varied. Except for AP and CLEP tests, PLA credits were accepted in transfer by fewer than half of the schools. PLA availability was found to be significantly related to the percentage of adult students, the presence of an adult degree-completion program, and membership in a national organization promoting PLA, but not significantly related to accrediting association or Institutional age. The results for size were mixed. The policy on awarding individualized assessment credit was significantly related to the policy on accepting it.
Degree
Ph.D.
Advisors
Russell, Purdue University.
Subject Area
Adult education|Continuing education|Higher education|Educational evaluation
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