1. PLA Process for Students & Assessors Adult Learning Consortium Workshop Lake Blackshear June 22-23, 2009 Valdosta State University

2. What is PLA? 2

3. 3 “The assessment of learning attained through experiences irrespective of the time and place in which they occurred.” Assessing Learning, 2nd edition, (2006) By Morry Fiddler, Catherine Marienau, and Urban Whitaker p.12. The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.

4. 4  Focus on learning – not just experience  Learning based on: - experience and - academic theory Assessing Experience-Based Learning Learning Experience Theory

5. Why do we need PLA? 5

6. GA-BOR Goals  ALFI (Adult Learning Focused Institution) is a goal of GA Board of Regents 6

7. Unit Goals  From Valdosta State University’s Strategic Planning Goals: 5 Goals in 5 Years Enrollment & Retention  Assess and implement changes in faculty load, facilities, course offerings & class scheduling to enhance the use of university resources in support of planned growth.  Increase number of students seeking certification and licensure renewal.  Develop a proposal for programs and program delivery strategies that meet the needs of non-traditional degree seeking students. Financial Support  Improve profile in the Valdosta community, by continuing to develop external/community partnerships. 7

8. A dult L earning F ocused I nstitutions  Serve adult learners effectively:  Outreach  Life & Career Planning  Financing  Assessment of Learning Outcomes  Teaching-Learning Process  Student Support Systems  Technology  Strategic Partnerships  Transitions 8 http://www.cael.org/alfi.htm

9. The ALFI Toolkit ISAS Institutional Self-Assessment Survey ALI Adult Learner Inventory 9 With these two measures we can compare the perceptions of our institution members with those of the adult learners in our institution

10. What about academic rigor? 10

11. 11 Quality Assurance  Credit only for learning, and not for experience.  Assessment based on standards for acceptable learning.  Assessment based on an understanding of learning processes.  Assessment by appropriate subject matter experts.  Credit appropriate to the academic context.  The program of study and the student’s major, i.e., core, upper- division, or graduate, of the student determines the “academic context.” Adapted From: Morry Fiddler, Catherine Marieneau & Urban Whitaker. Assessing Learning: Standards, Principles, & Procedures. Chicago: CAEL (Council for Adult and Experiential Learning), 2006. For more information visit: The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.http://www.cael.org/

12. What about Academic Freedom? 12

13. Decisions: Academic Freedom  Although PLA uses a consistent format,  Assessors establish academic legitimacy  Academic departments and/or assessors decide Courses eligible for PLA Learning outcomes for targeted courses Assessment protocols (rubrics) Resubmission options 13

14. 14 Assessment method depends on the course Theoretical Applied Exam e.g. Mathematics Essay e.g. English Portfolio e.g. Science Performance e.g. Fine Arts Flexibility in Assessment TraditionalBehavioral

15. Who are the PLA students? 15

16. Who are PLA students?  Did not complete college  Hit a career ceiling -want promotion  Need to retrain  Individual experience – languages, sociology, applied sciences, fine arts  Personal interests - perspectives 16

17. 17 Students Spring 2008 StudentBackgroundCourses Completed Through PLA Glenn Six years experience with Internet Service Provider (ISP); Psychology Major PERS 2730 Internet Technology (2) Betty Seven years working in group home for teenagers; Sociology Major (Working on two courses in Sociology) Charles Retired from military as noncommissioned officer, trained others; Criminal Justice Major (Undeclared) PERS 2160 Perspectives on Leadership (2) Don Twelve years in computers and networking, technical courses, Microsoft Certification; Chemistry Major (Plans to complete two CS courses) George Ten years in law enforcement, field training officer; Criminal Justice Major CRJU 4910 Internship (4) Dean Thirty years as manager, owns his own business; Biology Major (Working on two Perspectives courses) Six Students with Three Having Earned Credit So Far

18. 18 Students Summer 2008 StudentBackgroundCourses Completed Through PLA Mary Five+ years clinical nursing experience, in RN to BSN Program NURS 3150 Prin. of Bac. Nursing Ed. (3) NURS 3220 Community as Client (5) NURS 4060 Advanced Health Assess. (4) NURS 4400 Nursing Informatics (3) Sam Five+ years clinical nursing experience, in RN to BSN Program NURS 3150 Prin. of Bac. Nursing Ed. (3) NURS 3220 Community as Client (5) NURS 4060 Advanced Health Assess. (4) NURS 4400 Nursing Informatics (3) Rebecca Five+ years clinical nursing experience, in RN to BSN Program NURS 3220 Community as Client (5) NURS 4060 Advanced Health Assess. (4) (Note: Previously earned credit for the other two courses) Three Students - all Earned Credit

19. 19 Students Fall 2008 StudentBackgroundCourses Completed Through PLA Susan Eighteen years experience as sign language interpreter in public schools; Deaf Education Major SPEC 2110 American Sign Language I (3) SPEC 2120 American Sign Language II (3) Melissa One high school course and two college courses in sign language plus volunteer experience; Deaf Education Major SPEC 2110 American Sign Language I (3) Jessica Courses on sign language in high school and college and experience in public schools; Deaf Education Major SPEC 2110 American Sign Language I (3) SPEC 2120 American Sign Language II (3) Michael Five+ years clinical nursing experience, in RN to BSN Program(Plans to complete four Nursing courses) Elizabeth Five+ years clinical nursing experience, in RN to BSN Program(Plans to complete four Nursing courses) Crystal Volunteer experience as sign language interpreter; Deaf Education Major (Working on two ASL courses) Maria College courses and experience in public schools as sign language interpreter; Deaf Education Major (Working on two ASL courses) Lisa Fifteen years experience in military; Criminal Justice Major(Working on one CJ course) Eight Students with Three Having Earned Credit So Far

20. Walk in their shoes 20

21. Walk in their shoes  PLA students Have individual skills and knowledge from prior experiences Need to document these to meet objective criteria To achieve professional goals (university credit)  Analogy: Promotion and Tenure  University faculty Have individual skills and knowledge from many sources Need to document these to meet objective criteria To achieve professional goals (promotion and tenure) 21

22. P&T Activity  Scenario: You need to document your competencies as a PLA assessor as part of your P&T application.  Task: Outline your submission Description of competencies Evidence of competencies Significance of competencies 22

23. P&T Activity Discussion  How did you approach the task?  What information would you need?  What other information would be useful?  Where would you find this information?  Who would you go to for help? 23

24. How did you approach the task?  What do I have to offer?  What do they want to see? 24

25. What information would you need?  Eligibility criteria  Submission requirements  Evaluation criteria 25

26. What other information would be useful?  Guidelines  Suggestions  Examples 26

27. Learning Outcomes are critical 27

28. 28 Learning outcomes:  Define expectations for the target course Define areas of content (not too specific) Define levels of learning  Define observable/measurable behaviors  Must be clear and explicit  Should include all valued components (including process skills) Learning Outcomes Are Critical

29. Distinguish between…  Learning activities – experiences that led to learning  Learning outcomes – what someone knows and is able to do  Evidence of learning – tangible products that document learning 29

30. In addition …  To help ensure evidence of learning is valid and authentic  Focus on examples and applications from personal experience 30

31. 31 If learning outcomes are not explicit, students cannot be held accountable. Learning Outcomes Are Critical

32. What are the Challenges for Assessors? 32

33. Challenges for Assessors  Do grades have to be satisfactory for each learning outcome?  How do you handle gaps in learning?  Do you allow retakes? If so, what restrictions?  How much support/access should you provide the student? 33

34. PLA Course Grades  Remember:  Grades are satisfactory – not target  There is a wide range of satisfactory learning 34

35. Common Problems  Common assessment problems: Big picture synthesis is missing Context is missing Growth and development is missing Significance of learning is missing Learning is described but evidence and justification are lacking Narrow focus on individual experience 35

36. What do assessors have to do? 36

37. 37 Role of Faculty Assessors  Help determine appropriate courses based on backgrounds of students  Develop assessment methods appropriate for the course  Provide syllabus and assessment guidelines  Evaluate student documentation, portfolios, etc.

38. More on Assessor Roles  Assessor =\= Advisor Counselor helps align experience & courses Assessor promotes growth via feedback  Assessor =\= Tutor or Instructor Avoid perception of undue influence Avoid perception of over-coaching 38

39. Responsibilities  Student: proof of competence  Assessor clear criteria valuation of evidence of learning 39

40. Assessment  Syllabus Description and Learning Outcomes  Evaluation instrument Generic rubric format Flexible to fit any course  Guidelines Suggested/required sources of evidence What is valued 40

41. Evaluation Instrument MasterySatisfactoryUnsatisfactory Sources of Learning Evidence of Learning Objective 1 Objective 2 Objective 3, etc Alignments etc Quality of Presentation Breadth and Depth Organization Writing quality, etc 41

42. Day II Working Session 42

43. Stipulations  GA-BOR promotes ALFI  Our institutions are committed to collaborate on a consortium approach to PLA  This means some consistency in Principles Policies and practices Delivery of services 43

44. Many Faces of PLA  AP  CLEP  ACE  DANTES  Challenge exams  Portfolio – offered only when other PLA formats are unavailable 44

45. PLA Models  VSU has presented one model which has been piloted  This is only one possible model for the consortium to consider  Different institutions may choose different models but they should be mutually compatible 45

46. Our Task  Develop PLA course resources Learning outcomes  Define scope of content  Define quality (level) of learning  Must be measurable  Should not be prescriptive Evaluation rubric Guidelines  What is valued  Possible forms of evidence 46

47. Our Task continued  Plan role of PLA within a program  What courses within your program?  Plan specific courses for PLA credit What prerequisite experience & knowledge? What constitutes satisfactory? What resubmission policies?  Consider academic rigor What can you do to make this authentic, valid, and reliable? 47

48. Our Goal  Each institution should identify Issues to be addressed Questions to be answered Challenges to be overcome  What practices could and should be consistent?  What should they look like? 48

49. Issues to be addressed 49

50. Questions to be answered 50

51. Challenges to overcome 51