Evaluation on Prior Learning Assessment of the Expanded Tertiary Equivalency and Accreditation Program (ETEEAP): Its Implications for Tertiary Education Policy

Abstract

This study investigated the prior learning assessment process of Expanded Tertiary Equivalency and Accreditation Program (ETEEAP) in terms of achievement of its goals including evaluation procedure, contents of assessment tools, and outputs of assessment including the suggested courses to qualified applicants. This paper argued that the prior learning assessment process of adult learners toward an entry to tertiary education inadequately measures competencies based on the existing practice of the university. Anchored on micro-analytic approach, two sets of participants namely assessors and directors of the program comprised the fourteen interviewees. Using the qualitative research design, data were obtained through a researcher-made semi-structured interview script and analysis of program assessment forms. Results revealed three emerging themes: initial assessment, document evaluation, and interview or oral presentation. Further, no written competencies were measured and the assessment tools insufficiently capture any competencies in any assessment process. Thus, the suggested courses mismatched with the needed competencies by the applicants. Policy recommendations on the assessment process were made to further enhance the holistic nature of the program.