ERIC Number: EJ1289699
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1536-6367
EISSN: N/A
Available Date: N/A
Block Credit Prior Learning Assessment Theory to Practice
Measurement: Interdisciplinary Research and Perspectives, v19 n1 p1-14 2021
An increasing number of universities have implemented prior learning assessment (PLA), but little research has examined the non-course matching approach referred to as block credit PLA. Adult learners pursuing a college degree often bring professional competencies, knowledge, and skills to the classroom. PLA enables adult learners to earn college credit hours based on prior college-level learning gained outside the traditional classroom. This study operationalized Block Credit Prior Learning Assessment to award college credit hours for adults enrolled in a college completion program. Participants were comprised of 280 undergraduate students who submitted a PLA portfolio for evaluation by trained raters. Research methods included computing Cronbach's alpha for inter-rater reliability and conducting principal component analysis to weight four internal variables for computing a score. Results indicated a weighted score from internal variables combined with external variable scores aligned with college credit hours. This study relates PLA theory to practice in implementing Block Credit Prior Learning Assessment.
Descriptors: Prior Learning, Student Evaluation, Adult Students, College Credits, Undergraduate Students, Portfolio Assessment, Interrater Reliability, Factor Analysis, Weighted Scores
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A