Assessing Learning: Quality Standards and Institutional Commitments
Edition: 3
Copyright: 2017
Pages: 136
Edition: 3
Copyright: 2017
Pages: 145
Edition: 3
Copyright: 2017
Pages: 136
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CAEL first published Urban Whitaker’s book, Assessing Learning: Standards, Principles, and Procedures, in 1989. In the second edition (2006), authors Morry Fiddler and Catherine Marienau added important perspectives and contexts that brought the assessment of learning to new venues, including workplace-based learning and non-credit-based learning. In this third edition – Assessing Learning: Quality Standards and Institutional Commitments - Donna Younger and Catherine Marienau provide an updated set of standards for the assessment of learning and the awarding of credit for learning gained from experience.
Excerpt from the Foreword to the 3d Edition:
” The Quality Standards in this new edition of Assessing Learning advance the idea that assessment is more than just measuring learning. The standards boldly state that assessment leads to and enables future learning—that it should be seen by practitioners as an essential part of the learning process. And the new standards encourage institutions to provide students with guidance and support for learners’ full engagement in the assessment process. It is only then that assessment can truly foster new learning.
In this new era of higher education, it is exciting to see all of the new developments that are opening doors for adult learners. The focus on what students know and can do is a welcome part of these changes. Assessing Learning (3d Ed) expands from a narrower focus on assessment for the award of credit for prior learning and acknowledges that these quality standards are important in other contexts as well—most notably, in Competency-Based Education (CBE) programs. We know that assessment can and should be a vital part of the learning process in these new contexts, and we are excited about how these new Quality Standards can advance ideas for how assessment can play an important role in fostering learning, expanding access, and providing innovative new models for the adult learner.”
Pamela Tate
President and CEO, CAEL
Foreword
Chapter 1. Introduction to Assessing Learning
The Growing Role for Assessment in Higher Education
Assessment’s Role with PLA and CBE
Key Institutional Commitments for Assessing Learning
Chapter Preview
References
Chapter 2. Foundational Perspectives on Learning
from Experience
Goal #1: Assessment Processes Can Be Designed to
Elicit Genuine Learning
Goal #2: Assessment Processes Can Be Designed to
Foster New Learning
Goal #3: Assessment Processes Can Be Designed to Engage
Learners’ Critical Reflection on Their Experience
References 18
Chapter 3. Quality Standards for Assessing Learning:
A Commitment to Inquiring and Deliberating about
Assessment in Context
Quality Standards for Assessing Learning
I. Credit or competencies are awarded only for evidence
of learning, not for experience or time spent
II. Assessment is integral to learning because it leads to
and enables future learning
III. Assessment is based on criteria for outcomes that are
clearly articulated and shared among constituencies.
IV. The determination of credit awards and competency
levels are made by appropriate subject matter and
credentialing experts
V. Assessment advances the broader purpose of access
and equity for diverse individuals and groups to
support their success
VI. Institutions proactively provide guidance and support
for learners’ full engagement in the assessment process
VII. Assessment policies and procedures are the result of
inclusive deliberation and are shared with all
constituencies
VIII. Fees charged for assessment are based on the
services performed in the process rather than the
credit awarded.
IX. All practitioners involved in the assessment process
pursue and receive adequate training and continuing
professional development for the functions they
perform.
X. Assessment programs are regularly monitored,
evaluated, and revised to respond to institutional
and learner needs.
Standards and Questions to Guide Deliberations
& Decisions
Shifts in Quality Standards
References
Chapter 4. Aligning Practices with Purposes: A Commitment
to Aligning Assessment Practices with Institutional
Purposes
Institutional Purpose 1: The Development of Individuals
Institutional Purpose 2: Serving Adults Intentionally
Institutional Purpose 3: The Relevant Transfer of
Learning from Education to Life
Institutional Purpose 4: Ensuring Consistent Practice
Across Institutions
Other Considerations for Practice
References
Chapter 5. Guiding Learning and Development in Assessment:
A Commitment to the Evolving Expertise of Individuals
and Institutions
References
Chapter 6. Tools and Resources to Support PLA
Implementation: A Commitment to Taking Action to
Utilize Assessment Expertise
Institutional Readiness Guide: Positioning Prior
Learning Assessment
Forming a PLA Leadership Group
Initial Steps for the Leadership Group
Planning the Action Planning Process
PLA Policy template
Portfolio Development Models
References
Chapter 7. Misconceptions, Poor Practices, and Issues
Misconceptions
Poor Practices
Anticipated Issues
In Conclusion
Appendix A. Steps and Principles for Assessing
Unsponsored Prior Experiential Learning
Appendix B. Administrative Measures to Ensure Quality
Principles and Procedures
Appendix C. Writing Statements of Learning Outcomes
Index
Linking Learning and Work to Help Adults Succeed
CAEL is a national nonprofit that works at all levels within the higher education, public, and private sectors to make it easier for people to get the education and training they need.
For over thirty years, Donna Younger, EdD, has served as a practitioner, consultant, and researcher in the field of adult human development and learning. Beginning with her doctoral work at the University of Memphis with Dr. Art Chickering, she focused on evaluating and developing learning environments that work best to support adult learning. As a faculty member at the School for New Learning, DePaul University, Donna taught and mentored hundreds of adult learners and served as Director of Undergraduate Programs. Also during that time, she became involved with the Council for Adult and Experiential Learning and soon began twenty-five years of service as a CAEL consultant in adult learning theory and prior learning assessment. She has written a number of articles addressing adult learning and assessment and recently published The College Experience for Adults, a guide for adults returning to college.
This history captures the chronology of experience, but not the passions nor areas of particular expertise Donna has developed. Her early work with CAEL in assessing soft skills in adults led to years of study in emotional intelligence and the development of several courses in EI and leadership that she teaches at DePaul University. Years of work in the assessment of learning within higher education and beyond evolved to a commitment to illuminating links between adult learning theory and assessment operations that characterize her work as a consultant and trainer. Finally, thirty years of service in a competency-based adult program at the School for New Learning have led to a rich and deep understanding and passion for the core principles of competency development and assessment.
Catherine Marienau, PhD, has worked with adult learners in individualized, competency-based (i.e., experience-based) programs at undergraduate and graduate levels for many decades. Currently, she is a full-time faculty member with the School for New Learning at DePaul University where she mentors and teaches graduate students and coordinates the Master of Arts in Educating Adults program. Catherine has written, taught, conducted research, and consulted on various aspects of adult learning and development, including adult development, assessing learning, self-assessment, women's development, reflective inquiry, competency-based learning, and program innovation. She is co-author with Kathleen Taylor of Facilitating Learning with the Adult Brain in Mind: A Conceptual and Practical Guide (Jossey-Bass, 2016.)