Decade of Prior Learning Assessment in the United States: A Systematic Literature Review

Abstract

Many Americans dream of a college degree, but earning one requires time and money. As one solution, prior learning assessment (PLA) documents college-level learning gained outside the classroom for academic credit and can make the difference between earning or not earning a college degree. However, the literature lacks an integrative and systematic review of PLA to add to the knowledge base. The purpose of this review was to examine the academic literature related to PLA in the United States. For data collection, we used a structured process to capture data from all peer-reviewed journal articles, published in the last decade, meeting inclusion criteria. For data analysis, we used inductive coding and clustering to identify categories leading to themes. Major findings from the articles included journals, publication years, authorship, underlying empirical studies, and six themes—the big picture; higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment.