Credentials for open learning: Scalability and validity

Abstract

In this contribution we advocate separating credentialing from the learning process as a path to greater scalability and better measurement of what independent learners learn from OER. We address the challenge of matching/aligning OER offerings with standardized exams as a way for independent learners to access academic credit, and explore ways to achieve consensus among educational institutions about what academic credit means and which types of evidence to accept in terms of learning that occurred outside a particular institution. We begin the chapter with an overview of credit by examination, contrasting the standardized testing approach with the classroom teaching approach to academic credit. We briefly describe our process for creating exams and the accompanying materials that make clear to potential test-takers what the learning objectives are. We then define a method for building the bridge between OER and the exam. Finally, we discuss the policy issues of accepting exams for credit and envision a future in which learners can receive transferable credentials in a cost-effective, efficient and valid manner.