NAVIGATING THE ASSESSMENT OF PRIOR LEARNING

Geoff Peruniak, Ph.D., Athabasca University Building Tomorrow Today Conference June 11, 2009

Introduction

Outline of Session Thinking about PLA – archery Components of a portfolio –

chronological record, learning outcomes, what you learned, documentation

Time for questions Check

Bow and Arrow Metaphor Target – assessors Bow – preparatory course Arrow - portfolio

Definition of PLA “A process and a series of tools that assist adults in

reflecting upon, articulating, and demonstrating learning for the purpose of having it measured, compared to some standard, and in some way acknowledged by a credentialing body.” (Sargent, 1999, p. 28) [1]. The set of procedures can vary from the relatively straightforward, where a candidate writes a challenge examination, to a more complex form where a candidate is interviewed by a departmental panel of professors, to the very complex where an institution’s entire curriculum is based on a competence-based format. [1] Sargent, B. (1999). An examination of the relationship between completion of a prior learning assessment program and subsequent degree Program participation, persistence, and attainment. Unpublished doctoral dissertation, University of Sarasota, Sarasota, Florida.

Familiarity with PLA?

Heard about it but don’t know much? Read accounts of it? Have seen a completed portfolio?Have done a portfolio? Have implemented a PLA system?

Getting in the Mood for Prior Learning Assessment

1. Exercise

PHASE 1. Before You Go For PLAR

The Situation What Program/Credential? What Credit Do You Have Already? What Form of PLA is Available and

Appropriate? The Challenge – Stepping Back The Good News

PHASE 2. In Portfolio Assessment The Situation The Challenge The Good News

Assessment OptionsBrent Sargent, Ph.D., Vermont State Colleges

Example of Course-Based Portfolio

Learning Outcome

Description of Experience

Learning From

Experience

Documentation

Define the working alliance and describe its main components

Portfolio Components

Personal History TimelinePersonal History Timeline Career and Educational Goals Career and Educational Goals

Narrative Narrative Learning StatementsLearning Statements Learning SummaryLearning Summary Documentation of your Learning, Documentation of your Learning,

Including TranscriptsIncluding Transcripts Complete RésuméComplete Résumé

Learning Outcomes

1. Define the working alliance and describe its main components.

2. Describe the relationship between the working alliance and counselling.

3. Explain how client and counsellor characteristics influence the working alliance.

4. Describe strategies for enhancing the working alliance that address issues of (a) motivation and (b) client resistance.

5. (a) Discuss the potential problems, including role conflict and role ambiguity, associated with a working alliance that involves a boss and a subordinate and (b) outline strategies for dealing with these problems.

6. (a) Describe a taxonomy of communication skills for creating a working alliance and (b) demonstrate the use of such skills.

7. Continue for 6 more . . .

PHASE 3. After You Have Finished Portfolio Assessment

The Situation The Challenges The Good News

Conclusion

Wrap Up Questions?????