Prior Learning Assessment: Understanding the Barriers and their Impact on Program Implementation and Success

Abstract

This study sought to understand the barriers to prior learning assessment programs’ implementation and success. This study also aimed to understand what possible barriers exist to informal learning and identify best practices for prior learning assessment programs. Subjects of this qualitative study encompassed students, faculty, non-faculty, and accrediting agencies who worked at both public and private two-year and four-year institutions. The study revealed that there are successful prior learning assessment programs. It was also found that barriers such a faculty buy-in, lack of communication to students, and the stigma of prior learning assessments “giving away credits” still exist. The study also showed that there is a lack of consistent training around prior learning assessment. The recommendations from this study have implications for both public and private two-year and four-year institutions’ prior learning assessment programs.