CANADIAN INSTITUTE FOR RECOGNIZING LEARNING Rotterdam,

PRESENTATION Two Theoretical Concepts Evidence Of Quality Implications For Practice 2

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ASSESSOR LEARNING IS ALSO SITUATED 4

There are three kinds of people; the ones that learn by readin’, the few who learn by observation, And the rest who pretty much have to pee on the electric fence for themselves. (Will Rogers) 5

CONSEQUENTIAL TRANSITIONS Transfer is more of a transition New learning is evitable Changes individuals and their relationship with a social practice Requires support and time 6

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Chances: Not So Good! 8

TRANSITON OF LEARNING 9

QUALITY IN VALIDATION Is tied to: a)the conditions of transition process b)the supports it provides c)the changes it engenders in individuals and institutions 10

“Why would I pursue when I know I'm not up to [the regulatory body's] standard? I am nothing … you are nothing, you're not qualified, I mean, so what happened to all the years that you've studied? What happened to all the knowledge that you had.? You're not qualified, you're not equivalent. You are nothing.” 11

BAARTMAN ET AL. (2006, 2007a, 2007b) Acceptability Authenticity Cognitive complexity Comparability Cost and efficiency Educational consequences 12

BAARTMAN ET AL (2006, 2007a, 2007b) Fairness Fitness for purpose Fitness for self-assessment Meaningfulness Reproducibility of decisions Transparency 13

Stakeholder Collaboration 14

Stakeholder Collaboration 15

VPL GOALS Increase access Improve persistence Shorten programs Reduce education costs Promote confidence Improve employability 16

Impact of Support 17

Average Course Grades PLAR Learners’ PLAR Learners’ TRADPLAR Learners’ PLAR Courses TRAD Courses Students’ Courses in Sample Courses Programs 18

Percentage of Courses in which Learners & Students were Successful PLAR Learners’PLAR Learners’TRAD Students’ PLAR CoursesTRAD CoursesCourses 19

Average Number of Courses Taken Nombre moyen de cours suivis 20

KEY OBSERVATIONS Prior learning is situated learning; it may not simply transfer; it undergoes changes that constitute a transition necessary for performance in new contexts. 21

KEY OBSERVATIONS Quality in PLAR may be more effectively developed if it is understood as a social construction, defined and implemented through engagement among communities in social practice. 22

KEY OBSERVATIONS When learning is perceived as a transition and measures are taken to support that transition, the quality of assessments are enhanced and adults’ confidence as learners improves. 23

SOLUTIONS Collaboration Designs that reflect our knowledge of prior learning Evidence Financial resources 24

Contact Information Joy Van Kleef Canadian Institute for Recognizing Learning (CIRL) 25

SITUATED LEARNING “Why would I pursue when I know I'm not up to [the regulatory body's] standard? I am nothing … you are nothing, you're not qualified, I mean, so what happened to all the years that you've studied? What happened to all the knowledge that you had.? You're not qualified, you're not equivalent. You are nothing.” 26

Foundations for Quality Measures Foundational principles Engagement of stakeholders Linking quality measures to purpose Quality indicators beyond validity and reliability Quality-specific policies and procedures Fitness for purpose as basis for method and tool selection Multiple methods of assessment Quality-specific tools Assessor and advisor training Advising and support from pre to post-assessment Integration of research, monitoring and evaluation Innovative marketing 27

Specific Quality Strategies Moderation Team assessments Mentors Checklists to review tools Resource development Tool selection and development protocols Surveys, focus groups, interviews Evaluations for bias, validity, reliability Internal and external audits Longitudinal studies on candidate academic success 28