OERu assessment, credit-transfer, credentialing and course reuse scenarios

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Summary of outputs



Contents

Initial consultation on credit-transfer and course articulation



Instructions and consultation schedule

  • Phase 1: Initial consultation and feedback: OERu anchor partners are invited to study this page carefully and provide feedback on any issues and considerations required for successful implementation of each scenario on this wiki page by the close of business on 30 November 2012. (This feedback will be used to design and develop a survey instrument to gauge the "implementability" of the scenarios at OERu anchor partner institutions and identification of relevant planning information. We are aiming to make the survey available by 7 December 2012).
  • Phase 2: Second consultation: Completion of the survey instrument by all anchor partners by close of business on 14 December 2012




Key points

  • OERu partners retain decision-making autonomy regarding all aspects associated with credit transfer, credentialing services and adoption of OERu courses for local teaching in accordance with local institutional policies.
  • The OERu does not confer credentials -- anchor partners award credentials for approved qualifications on their books.
  • The unbundling of services associated with course design, tutorial support, formative and summative assessment enabled by the OERu model generates a number of possibilities for OERu partner engagement in the model.
  • We recognise that OERu partners may not all have policies for recognising prior learning and assessment and where these are in place, they may differ across institutions.




Aims

The purpose of this activity of the OERu logic model is to use the AST1000 prototype course as a situated case study to:
  • Develop a high-level framework to assist OERu partners with the selection, design and implementation of OERu courses to maximise credit transfer and cost-effective provision of credentialing services within the OERu network.
  • Document the scenarios relating to assessment, credit-transfer and credentialing services for implementation by OERu anchor partners.
  • Identify corresponding prerequisites and requirements for maximising successful adoption across the OERu network.




Case Study

Regional relations in Asia and the Pacific (AST1000)

AST1000 is the first OERu prototype course developed by USQ and now available for delivery. The course provides an authentic test case to explore implementation scenarios for assessment, credit-transfer and course reuse among OERu anchor partners. The course is based on the pedagogy of discovery which illustrates how OER can support cost-effective design while enabling students to pursue their own learning interests within the context of a first-year, university-level course. As such, AST1000 provides a unique exemplar for the OERu to interrogate assessment and credentialing scenarios.

OERu anchor partners should review the following before proceeding with the scenarios:



Definition of concepts

To facilitate cross-border comparisons and discussions within the OERu network, the following terminology will be used for this activity:

Questions the case study aims to explore

Overview of potential OERu implementation scenarios

Potential scenarios involve the interaction among:

  1. Options for providing assessment services and reuse alternatives
  2. Processes associated with national, regional and cross-border credit transfer and cross credit options
  3. Types of formal assessment
  4. Flexibility of credentials with regard to unspecified elective credits versus approved courses

Options for assessment services and reuse alternatives for courses and assessments

  1. OERu partner offers assessment services for OERu learners and develops own assessment
  2. OERu partner offers assessment services for OERu learners and reuses (adapts) the assessment from the original developer for OERu assessment applicants on a fee for service basis.
  3. OERu partner offers an OERu course for full tuition and develops own assessment (articulation within the network would be through credit transfer.)
  4. OERu partner offers an OERu course for full tuition and reuses / adapts the assessment from the original developer.

Processes for national and cross-border credit transfer

  1. In house review of course, outcomes and assessments (For example: Office for the Assessment of Professional and Workplace Learning at TESC, Capable NZ at Otago Polytechnic.)
  2. Third party review of course, outcomes and assessments (For example: International qualifications assessment by the New Zealand Qualifications Authority, American Council on Education, and transcript reviews from non profits like World Education Services.
  3. Inter OERu partner articulation agreements which may require an audit to ensures that assessment practices meets local quality criteria as well as existing provincial credit transfer guides which list existing program transfer agreements among post-secondary institutions.

Types of formal assessment for OERu credentialing services

Assessment approach Considerations and issues
Course assessment package comprising assignments to be submitted individually or as a single "e-portfolio"
  • Acceptable processes for identity validation (that is confirming that the assessment artefacts were produced by the student applying for course credit.)
Challenge examination
  • Host institution must have processes, infrastructure and policies to support credit by examination models
  • What are the opportunities for existing OERu partners who have the capabilities for challenge exams to provide these services for the network?
Portfolio assessment (PLAR)
  • Provides a policy precedent for assessing OERu courses
  • Presumes host OERu institution has PLAR systems / policies in place
  • How scalable and cost-effective are customised portfolio assessments for the OERu model?

Combinations of the above assessment approaches are possible, but will be treated as discrete alternatives for the first iteration of scenarios.

Flexibility of credentials

There are two options for accrediting OERu courses towards local credentials:

  1. Unspecified elective credits -- more flexible
  2. Existing or new courses with equivalent outcomes to the OERu courses -- implies local course approval.

Scenarios for considering local implementation potential of the AST1000 course

Cross-border assessment and articulation of OER learning is complex. When traditional university services are disaggregated, as in the case of the OERu model, the number of possible scenario configurations increase. The following scenarios suggest a number of possible configurations and implementations for formal assessment and credentialing of OERu learning. Using AST1000 as a situated case study provides a realistic context to identify potential issues, but may not be generalisable beyond the context of this course. However, this is a first step to gain a better understanding of the opportunities and barriers for how the OERu network may operate in the future.

Scenario 1: Own course, own course assessment package, for own credential

OERu partner accredits its own course contribution

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 1 OERuP1
(Lead course developer. In this case study, AST1000 from USQ
OERuP1 OERuP1 OERuP1 Course assessment package OERuP1 OERuP1
Home institution assessment for own qualification

Comments, issues and institutional requirements for successful implementation

Scenario 2: Partner course, own course assessment package, for unspecified credits towards own credential

OERu partner develops its own course assessment package to offer assessment services for an OERu course developed by another partner for unspecified elective credits.

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 2 OERuP1
(Lead course developer. In this case study, AST1000 from USQ
OERuP2
(Partner institution)
OERuP2 OERuP2 Course assessment package OERuP2 OERuP2
Home institution assessment using own assignments for unspecified elective credit for own qualification

Comments, issues and institutional requirements for successful implementation

Hi Sarah, no I don't see that this scenario would necessarily involve a challenge examination (although it could) . The assessing institution would in theory be able to apply any assessment approach, and we could perhaps extend this scenario to include alternative assessment options. Many institutions have optional electives within the structure of their degrees (unspecified credits) which presumably provide more scope and flexibility to accommodate "external" courses rather than trying to map the existing AST1000 to a specified degree course. So in this context - -does the Arts Faculty at Wollongong have "open electives" (unspecified credits) that could potentially fit the AST1000 outcomes? If not - -that's fine. In short there are two questions this scenario asks: (1) Does setting your own assessment make it easier to recognise credits at your institution and (2) Does the open elective option make it easier to recognise OERu course credits? Just thinking about ways in which we can take stock of the range of options within the network. --Mackiwg 03:15, 28 November 2012 (UTC)

Scenario 3: Partner course, own course-based portfolio process (PLAR), for unspecified credits towards own credential

OERu partner uses portfolio assessment to show how learning matches a set of general competencies or outcomes required for a unspecified elective credit course (PLAR course-based portfolio) within a program of study.

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 3 OERuP1
(Lead course developer. In this case study, AST1000 from USQ
OERuP2
(Partner institution)
OERuP2 OERuP2 Course-based portfolio (PLAR) OERuP2 OERuP2
Using PLAR assessment processes for unspecified elective credit for own qualification

Comments, issues and institutional requirements for successful implementation

Hi Sarah -- thanks for this post. This scenario is intended to distinguish the PLAR portfolio method (which is distinct from and e-learning portfolio in the traditional learning design sense) for institutions who have existing PLAR policies. --Mackiwg 04:32, 28 November 2012 (UTC)

Scenario 4: Partner course, reuse partner's assessment package, for unspecified credits towards own credential

OERu conferring institution reuses the course assessment package developed by another anchor partner to offer own assessment services for a course developed by another partner for unspecified elective credits.

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 4 OERuP1
(In this case study, AST1000 from USQ
OERuP2
(Partner institution)
OERuP1 OERuP2 Course assessment package OERuP2 OERuP2
Home institution assessment reusing assessment package developed by OERu partner for unspecified elective credit towards own qualification

Comments, issues and institutional requirements for successful implementation

Scenario 5: Credit transfer of OERu source course for own target course for unspecified credits towards own credential

OERu conferring institution transfers or cross credits an OERu partner source course towards own target course for unspecified elective credits.

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 5 OERuP1
(In this case study, AST1000 from USQ
OERuP1
(Partner institution)
OERuP1 OERuP1 Course assessment package OERuP2 OERuP2
Credt transfer or cross credit of OERuP1 source course for own target course for unspecified elective credit towards own qualification

Comments, issues and institutional requirements for successful implementation

Scenario 6: OERu partner course, offered locally in parallel mode, using own course assessment package, for credits towards own credential

OERu partner uses the course for both OERu learners and full-tuition students, but develops its own course assessment package for credits towards own credential

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 6 OERuP1
(Lead course developer. In this case study, AST1000 from USQ
OERuP2
(Partner institution)
OERuP2 OERuP2 Course assessment package OERuP2 OERuP2
Home institution assessment using own assignments for credits towards course in own qualification.

Comments, issues and institutional requirements for successful implementation

That's a valid point, the scenario may not be a good fit for Wollongong. Hypothetically, it may not be cost-effective to develop an entire new online course if prospective "on-campus" enrolment were to be low. However, the Wollongong graduate profile may require emphasis on particular aspects not covered by assessment of the original developing partner, but could be addressed by using the same course materials, but with a different emphasis on the local Wollongong graduate profile in the assessment package. The issue is you would be getting a full course at virtually no cost. Investing a few hours in the assessment could provide a solution to diversify the curriculum. The model becomes more attractive when a course is likely to attract a large number of local students. --Mackiwg 04:27, 28 November 2012 (UTC)

Scenario 7: OERu partner course, offered in parallel mode, reusing course assessment package, for credits towards own credential

OERu partner uses the course for both OERu learners and full-tuition students, and reuses the original course assessment package for credits towards own credential

Reference OERu course developed by Learner requests assessment services from Assessment developed by Assessment administered by Assessment type Learner uses credit at Credentialing mechanism
Scenario 7 OERuP1
(In this case study, AST1000 from USQ
OERuP2
(Partner institution)
OERuP1 OERuP2 Course assessment package OERuP2 OERuP2
Home institution assessment reusing original course assessment package for credits towards course in own qualification.

Comments, issues and institutional requirements for successful implementation

Notes to the scenarios

Credit transfer

General comments

This is good advice. My suspicion is that most partners would be able to accommodate one (or more) scenarios using the path of least resistance based on existing policies. I figure that if we know what the paths of least resistance are within the network -- we can achieve a better fit to maximise the benefits of OERu model for our partners through the design and development process. Moreover, be seeing what other partners are doing -- we may generate ideas for creative solutions for local adoption. -Mackiwg 03:36, 28 November 2012 (UTC)

Resources and acknowledgements

This page was generated with the help of the following resources:

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