Discussions of pathways to credit for OER-based learning often focus on methods of assessment, and this is important. One dimension of suitability of assessment is scalability: if thousands are learning using a given set of OER, institution- or department-level portfolios or challenge exams may not always be available. Large-scale assessments are more cost-effective and can reach more learners. However, many institutions are wary of accepting credit assessed by anyone outside their institutions, so many learners find, after taking a large-scale exam, that their chosen college or university will not accept the credit. This presentation is a call to encourage transparent credit transfer policies that embrace multiple types of assessment of learning. The presentation will include examples of transfer credit policies and recommendations for participants for how to encourage a culture of acceptance of learning outside the academy.