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Assessment of credit arrangements towards engineering programs/courses

Nepal, Kali Prasad 2016, Assessment of credit arrangements towards engineering programs/courses, in AAEE 2016 : The Changing role of the engineering educator for developing the future engineer : Proceedings of the 27th Australasian Association for Engineering Education Conference, Australasian Association for Engineering Education, Canberra, A.C.T., pp. 1-7.

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Title Assessment of credit arrangements towards engineering programs/courses
Author(s) Nepal, Kali PrasadORCID iD for Nepal, Kali Prasad orcid.org/0000-0001-7497-1983
Conference name Australasian Association for Engineering Education. Conference (27th : 2016 : Coffs Harbour, New South Wales)
Conference location Coffs Harbour, New South Wales
Conference dates 4-7 Dec. 2016
Title of proceedings AAEE 2016 : The Changing role of the engineering educator for developing the future engineer : Proceedings of the 27th Australasian Association for Engineering Education Conference
Publication date 2016
Start page 1
End page 7
Total pages 7
Publisher Australasian Association for Engineering Education
Place of publication Canberra, A.C.T.
Keyword(s) credit arrangements
engineering schools
assessment of prior learning
Summary CONTEXT Credit Transfer (CT), Advanced Standing (AS), Credit for Prior Learning (CPL), Recognition of PriorLearning (RPL), Prior Learning Assessment and Recognition (PLAR), Accreditation of PriorExperiential Learning (APEL), Validation of Prior Learning (VPL), Prior Learning Assessment (PLA),Credit Transfer and Recognition (CTR), Recognition of Current Competency (RCC) and Credit forConcurrent Formal Learning (CCFL) are the terms used by academic institutions and engineeringschools to describe several types of credit arrangements depending upon a student’s current state ofqualification, experience, skills and knowledge towards the requirement of his/her formal professionalengineering qualification. The objectives of such credit arrangements are to make sure that thelearning is not duplicated, to reduce the duration and cost of the engineering studies, to encourageworking engineering associates and technologists return to engineering schools for professionalengineering qualification and to help upgrade the skills and knowledge of the junior engineeringpractitioners, to name a few. Formal, informal, non-formal or a combination of prior learning are usedfor such credit arrangements. Engineering schools offer block credit, specified credit, unspecifiedcredit and a combination of these forms of credits when recognising prior learning of any form.However, anecdotal and literature evidence suggests that the assessment of credit arrangementslacks established universal framework for assessment, lacks harmonisation, compatibility,transparency and comparability and is complex and inconsistent resulting a significant variations in theassessment for recognising prior learning across engineering schools in spite of being based onsimilar fundamental principles. There is a clear need of a consolidated framework in order to assesscredit arrangements systematically and consistently.

PURPOSE The purpose of this study is to develop a consolidated framework for assessing credit arrangementstowards a partial requirements of a professional engineering course, program, degree or qualification.The developed framework is expected to help manage the assessment of credit arrangement process.

APPROACH This study first critically reviews existing frameworks and literature evidences regarding the principlesof credit arrangements towards a partial requirements of a professional engineering course, program,degree or qualification. This study then uses evidence-based literature knowledge (principles,processes and practices) to devise a consolidated framework for assessing credit arrangements. Theframework is then expanded in order to elaborate its several components.

RESULTS The existing frameworks and literature review suggest that for better assessment of creditarrangements, attentions are to be given on the forms of prior learning, types of credit arrangements,forms of credit recognition, required documents, characteristics of the prior learning, alignment of priorlearning with professional engineering qualification and additional aspects.

CONCLUSIONS As the assessment of credit arrangements has been a major challenge for engineering schools, theframework developed in this study is expected to help engineering schools to manage the assessmentprocess systematically and consistently. For further study, the framework needs to be continuouslyimplemented, monitored and evaluated.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930103 Learner Development
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, The Author
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090301

Document type: Conference Paper
Collections: School of Engineering
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.