Adult Degree Program

James Madison University


Experiential Learning Assessment Procedure

Consistent, reliable, and valid assessment of the learning conveyed through the Experiential Learning Portfolio is the goal of the Adult Degree Program's prior learning evaluation function. The evaluation follows accepted practice in adult degree completion programs throughout the country, from publications and conferences of the Council for Adult and Experiential Learning (CAEL) along with the particular practices found to be effective and valid by JMU faculty in assessment of BIS portfolios since 1977. The process continues to change and improve with input and support from members of the faculty.

Policy Statement

The Adult Degree Program Committee has developed the following policy statement on Experiential Learning:
"Credit for Experiential Learning may be requested for college level learning (not necessarily matched with entire courses) acquired through certain work/life experiences. Credit will not be restricted to the area of concentration, and all learning must be validated through the portfolio preparation procedure and/or some other suitable evaluation process. Students will prepare a portfolio to be evaluated and credit recommended by members of the faculty through the department head in the department(s) appropriate for the credit being requested. The amount of credit which can be earned through such prior learning will be restricted only by its appropriateness to the degree proposal and as approved by the Adult Degree Program Director or Committee. Credit for experiential learning is not transferable to a traditional degree program."

Preparation by Student

The Adult Degree Program student whose program proposal includes portfolio credit is required to take a one-credit course in portfolio development. JMU's BIS portfolio development course is geared to the learning component model. Frequently, adults who have become experts in their field lose the ability to identify the knowledge and steps in the process necessary to accomplish what they do. Students are guided in examining their experiential learning to extract specific learning components. Determining learning levels, learning components, theory and practice relationship, and appropriate narration, documentation, and presentation are areas covered in this class. The student does not prepare the portfolio as part of this class, but must prepare one learning component for grading in order to insure that the she or he grasps the concept. Later, the student independently prepares the portfolio, but may consult with his or her advisor, subject area faculty, or the course instructor during the preparation in much the same way as faculty advising for other student projects.

Portfolio evaluation is the most comprehensive challenge examination that exists. In compiling the portfolio of experiential learning, the preparation itself involves new learning. The student identifies the learning she possesses, expresses it in terms of college level curriculum or competencies, relates it to her overall educational and career objectives, and compiles the evidence or demonstrating competence. In preparing the portfolio, a student must reflect on the learning and competencies he possesses that allows him to transfer principles from one situation to another. The application of experiential learning to the curriculum of higher education avoids the duplication of learning and allows the student to build on the learning already acquired.

Faculty Assessment

The Adult Degree Program Director reviews the completed portfolio for format, competencies, and documentation before submission to the department head in the department relevant to the subject.

The department head directs the portfolio to the faculty member most qualified to evaluate the particular learning component contained in the portfolio. The member of the department's faculty whose experience most closely matches the learning component is the most appropriate evaluator.

The faculty member assesses the portfolio for appropriate documentation, credible learning, degree and level of competence, and credit equivalency. The determination of subject matter area, level of learning (upper or lower), and the amount of academic credit which - in line with what JMU expects of its traditional students - should be awarded. Credit should be awarded for the existing courses which match the content or area of learning presented in the portfolio.

The portfolio should demonstrate the student's learning in such a way that it can be related to learning outcomes which would be expected in a college level course in the related subject area. The portfolio is analogous to records which show classroom students' attendance, participation, reading assignments, and understanding gained from the course. The student's narration should give an overview of the learning outcomes gained from prior learning and relate the circumstances of the learning. The documentation included should provide evidence of the learning in the form of certificates, "reference" letters, actual documents or products which the student created, or perhaps a performance by the student. Amount of time spent in a job or with a volunteer organization will be included in the narrative, but experience is not the measure we seek. Grading in traditional courses is not based on time spent in class or having opportunities to learn. It is learning that is being assessed, not experience, and it is the student's responsibility to convey this learning or competency and not just reiterate the experience from which the learning is drawn. The college level learning itself must be the basis for any award of credit.

Personal Interview

Talking with the student to explore and clarify the contents of the portfolio gives a clearer idea of the level and depth of the student's learning. The personal interview corresponds to the personal contact with regular students and reveals more evidence of learning. If the portfolio is incomplete, the student may be asked to rework it before the completion of the evaluation.

The level of the learning presented in the portfolio should be compared with the achievement of traditional students. The amount of credit is determined by the amount of learning found in the portfolio. The minimum award is "no credit" and there is no maximum at JMU (all Adult Degree Program students must earn a minimum of 30 JMU hours and a minimum of 41 general education (liberal studies hours). The credit will be recorded as ungraded and is specified as experiential credit on the official transcript even if it is determined as credit for a specific course, such as BIO 101. There is an appeals process, like that of traditional courses.

Although portfolio evaluation is not quick and easy, JMU has determined this to be a valid and responsible response to the needs of the adult student population of the university. The process ideally includes a preliminary study of the portfolio, an interview with the student, and the determination of credit to be awarded.

 

NOTE: Portfolios are to be submitted for evaluation early in the program of study.
This policy enables students to be certain of credits earned in order to adapt their program if needed. Graduation applications will not be processed until portfolio assessment is completed.

 

E-mail: adult-degree-program
BIS Program Director, Dr. Charles W. Curry
Adult Learning Services Coordinator, Ms. Elizabeth T. Puckett
BIS Program Support Technician, Mrs. Vickie Lilley
Prior Learning Assessment
Adult Degree Program Home Page
BIS Handbook

This page maintained by:
Adult Learning Services
Office of Continuing Education, JMU