To support advancement of new ways to position summative learning, this study on alternative credentials sought to identify (i) a credentialing typology for documenting completed learning outcome achievements through a program of study or an institution and (ii) whether these alternative and emerging credentials improve student success, transfer, and mobility.
To achieve these goals, the researchers explored the following four questions:
- Which postsecondary institutions within North America serve as exemplars to help identify a credentialing typology for Canadian institutions that ties curricular and co-curricular learning within the same schema?
- What are the defining characteristics of the credentialing types particularly related to creating expanded or alternative credentials containing comprehensive information regarding summative learning and achievement of learning outcomes at the individual student level? What system-wide and or institutional level supports were cultivated to ensure success?
- What are the defining characteristics of a credentialing typology for Canadian institutions?
- Does demonstrable evidence exist to suggest that these types of credentialing initiatives facilitate student success, mobility, and transfer?