Academic Credit & Assessment Policy

1.00 Purpose

The purpose of this policy is to articulate the variety of methods for earning academic credit at CSU Monterey Bay. This policy expresses the commitments of the faculty to an assets-based philosophy and recognition of the many ways that students learn and demonstrate their learning. Additionally, this policy complies with Executive Order 1036 and Coded Memorandum AA-2011-12.

2.00 Definitions

Official Academic Records are maintained by the Office of the Registrar. These records include, but are not limited to the admission application, high school and/or college transcripts, test scores, grades, transfer credit reports, degree audits and academic standings.

Campus-originated Exam refers to a challenge exam that is used to demonstrate knowledge of course content. It is developed by a CSU Monterey Bay faculty member, and is accepted by the department as satisfying the requirements of the course.

Examination is a set of questions or exercises used to evaluate skill or knowledge in a particular area. Exam responses may be documented in hardcopy, electronic, or multimedia format. Types of examinations include:

a. Challenge exam: provides credit for learning that is demonstrated

b. Placement exam: establishes appropriate placement for learning; does

not provide credit

c. Standardized external examination: Advanced Placement (AP) Exams,

College-Level Examination Program (CLEP), International Baccalaureate

Exams (IB)

Outcomes-based education is an educational model in which the educators first identify the desired end results, identify and develop the means to achieve those results, and assess student learning. The results of the assessment are used to improve both instruction and curriculum. This means that faculty members publicly articulate learning outcomes and assessment criteria in advance of instruction. They also focus curriculum and instruction on the agreed-upon student learning outcomes. Student progress and completion of courses and programs of study are determined by proficiency in the articulated outcomes.

Standards and criteria are established specifications by which student achievement is determined.