Transcript Slide 1

Must I Transform to Learn? High-stakes
Portfolio Assessment at Athabasca
University
A Presentation to CAEL
Friday, November 9, 2007
Dianne Conrad
Jennifer Raboud
Centre for Learning Accreditation
Athabasca University
Athabasca, Alberta
CANADA
Presentation outline
Welcome and introduction
Concepts inherent in PLAR
PLAR at Athabasca University
Portfolio learning
Transforming learning? Transformational learning?
Wrap-up, questions
Concepts inherent in PLAR
Recognition
Reflection
Employability
Labor
Force
Portfolio
Assessment
Essential skills
High-stakes
assessment
Empowerment
Low-stakes
assessment
Selfdevelopment
Learning
PLAR at Athabasca University
Environmental Scan
Choose 3-5 descriptive words that you feel
capture the concepts inherent in your PLA
process or program (or one that you are
familiar with)
7-10 minutes
PLAR at AU
Statement of purpose and overview
Learning occurs in many ways. Adult and mature
learners bring many years of valuable experiential
learning to their studies. Helping them demonstrate
what they know, at a level and in a way appropriate to
university expectations, is a detailed and arduous task.
The PLAR process is an integral part of Athabasca
University’s commitment to flexibility, access, and
quality learning. A quality PLAR process depends on
faculty expertise to assess experiential learning
brought forward by AU learners.
PLAR
Process
1 of 2
Initial contact with CLA
Psychology 205
Office of the
Registrar
Re: program fit
Website
Unknown
Consultation with
CLA (preferred)
Professional
associations
Re: licensure
Program Directors
Re: program
requirements
Portfolio preparation
(pre-PLAR submission)
Collect, select, reflect, project
Revision
Portfolio submission
Mentorship
Portfolio vetting
(cont’d)
PLAR
Process
2 of 2
Designation of
assessors
Assessment
Assessment
Assessment
Compilation of
assessments
Appeal process
Consultation with
Office of the
Registrar
Finalization of
Results
Communication of
PLAR results
Program Directors
Re: program
requirements
Assessors
Office of the
Registrar
Re: program fit
Student
PLAR’s underlying assumptions
Learners are entitled to work towards the maximum
amount of PLAR credit for their program.
Learning must be demonstrated.
PLAR rewards learning, not experience.
PLAR credit is neither assumed nor guaranteed.
Learning must be at “university” level.
Documentation must align appropriately with learning.
Learning must be relevant to learners’ AU program.
What is a portfolio?
contains work that a learner has
collected, reflected, selected, and
presented to show growth and
change over time…a critical
component of an educational
portfolio is the learner’s reflection
on the individual pieces of work
(often called ‘artifacts’) as well as
an overall reflection on the story
that the portfolio tells.
(Barrett & Carney, 2005)
Portfolios at Athabasca University
Recognition for “knowing” not “doing”
Collect, select, reflect, project
Demonstrate learning at university level
Portfolio parts:
Table of contents
Educational narrative
Goals statements
Resume
Personal/autobiographical narrative
Demonstration of learning
Documentation
PLAR in the university context: Origins
What we have to learn
to do, we learn by
doing.
Socratic method – questioning,
scaffolding, building knowledge.
(Aristotle)
The beginning of instruction shall
be made with the experience
learners already have…this
experience and the capacities that
have been developed during its
course provide the starting point
for all further learning.
(Dewey, Experience and Education, 1938, p. 74)
What is portfolio learning?
Portfolio learning is a rigorous,
systematic and comprehensive
process of learning about one’s own
learning, including the skills and
knowledge acquired through informal
and experiential means (in the
workplace, the community and the
family) as well as through formal and
structured education and training.
(Myers, 2007)
Assessment protocols at AU
Academic assessment of learning
Panel of assessors
Assessment criteria provided by program or course outcomes
Learning must be relevant to program
Learning must fit within program requirements
Program criteria
page 1 of 4
A. Demonstration of Content and Knowledge
I. Breadth and
depth of
knowledge of
[name of field]*
0
Not demonstrated
1
2
Acceptable level of
knowledge related
to the discipline.
Shows basic
understanding of
[list topic areas,
including history
of field]
3
4
Demonstrates
some
specialization of
disciplinary
knowledge with
evidence of
reading and/or
research beyond
the basic level
5
6
Demonstrates
ability to apply
disciplinary
knowledge in real
situations
7
8
Demonstrates
ability to
hypothesize
and/or apply
complex models
with discipline
9
10
Sophisticated level
of knowledge
permits critical
assessment of
subject matter
and/or
development of
applicable
principles or
models
II. Understanding
of theory/concepts
related to program
content
0
Not demonstrated
1
2
Acceptable level of
familiarity with
relevant theories,
principles and
concepts used in
the field
3
4
Understands and
can apply theories,
principles and
concepts to
hypothetical
situations
5
6
Demonstrates
ability to apply
theories, principles
and concepts to
real world designs,
purposes, or
projects
7
8
Demonstrates
ability to choose
among
appropriate
theories and make
appropriate
decisions based on
theory and
principle
9
10
Monitors and
assesses
developments,
behaviours, and
changes in the
field based on
theoretical
understanding;
develops theory
where appropriate
III. Policy and
policy
development
0
Not demonstrated
1
2
Understands and
is aware of the
role of policy and
their importance
to the field
3
4
Describes and
distinguishes
among policies
relative to need
5
6
Demonstrates
ability to use
policy and/or
policy frameworks
as a professional
tool
7
8
Demonstrates
thorough
understanding of
the role of policy
and its
contribution to
issues, decisionmaking, and the
profession
9
10
Interacts with
others or
spearheads policy
implementation,
development or
change
Program criteria continued
page 2 of 4
B. Essential Process and Application Skills
IV. Critical
thinking, problem
solving, decisionmaking
0
Not demonstrated
1
2
Demonstrates
awareness of
essential elements
of critical thinking
and the need for
problem-solving
and decisionmaking
3
4
Demonstrates a
grasp of the tools,
mechanisms, and
processes of
critical thinking,
problem-solving,
and decisionmaking
5
6
Analyzes situations
with some
consistency and
demonstrates
growing
confidence in
applying thinking
and decisionmaking tools
7
8
Exhibits ability to
recognize
dilemmas,
ambiguity, and a
range of problems;
proposes a variety
of solutions
9
10
Monitors and
assesses
developments,
behaviours, and
changes in the
field based on
theoretical
understanding;
develops theory
where appropriate
V. Communication
skills/Capacity to
disseminate
knowledge
0
Not demonstrated
1
2
Writes in relation
to the discipline in
a clear, informed
and constructive
way
3
4
Uses disciplinary
knowledge to
express self
competently in
order to facilitate
understanding
5
6
Demonstrates
organized, sound,
and systematic
written work
related to the
discipline
7
8
Demonstrates
consistently sound
writing
9
10
Demonstrates
ability to write
persuasively about
discipline-related
matters, to
synthesize
thoughts, and to
effectively
desseminate
knowledge within
and about the field
VI. Professionalism
and ethical
practice
0
Not demonstrated
1
2
Demonstrates
sound
understanding of
appropriate
discipline-related
practice and ethics
3
4
Applies knowledge
of professional
environment and
related
organizational
structures in a
conscious and
ethical manner
5
6
Demonstrates
appropriate use of
authority and
knowledge of
profession to
achieve goals
7
8
Demonstrates
grasp of
appropriate ethical
and policy
consideration
9
10
Exhibits complex
and nuanced
judgements based
on professionalism
and ethical
understanding of
field
Program criteria continued
page 3 of 4
VII. Working
independently
and/or in teams
0
Not demonstrated
1
2
Demonstrates
ability to complete
tasks under
supervision as a
junior team
member or to
work
independently with
supervision
3
4
Demonstrates
understanding of
potential of
working
collaboratively and
contribures to
team successs
5
6
Brings enthusiasm
to team roles
and/or works
independently with
limited supervision
7
8
Frquently and
successfully acts
on own initiative
and/ore
contributes to
team success by
mentoring or
acting in
leadership role
9
10
Provides formal
team leadership,
assessment of
team skills, team
training, or
exhibits ability to
complete complex
tasks
autonomously with
little supervision
VIII. Planning,
organizing and
executing projects
0
Not demonstrated
1
2
Demonstrates
basic planning,
organizing,
management skills
in response to
problems/ projects
identified by
others
3
4
Can identify need
for problems/
projects and plan
or organize for
them appropriately
5
6
Develops and/or
implements
effective planning
procedures for
most situations
7
8
Facilitates project
organization
through team
participation
and/or partial or
shared leadership
9
10
Provides formal
leadership for
project plan or
implementation
and assumes
responsibility for
success,
troubleshooting,
and alternate
plans
IX. Leadership and
supervisory ability
0
Not demonstrated
1
2
Ability to follow
and/or give
directions with
supervision; will
exercise or take
limited
responsibility
3
4
Takes
responsibility for
self and
subordinates;
seeks leadership
opportunities and
engages in
training
opportunities
5
6
Demonstrates
leadership abilities
and is committed
to growing in
leadership/
supervisory
potential
7
8
Is assigned to/
creates leadership
and mentorship
roles; self-directs
toward learning
opportunities
9
10
Engages in
organizational
policy and visionrelated activities;
manages
leadership
responsibilities
(recruitment,
assessment,
succession,
resource
management);
initiates change;
engages in highlevel professional
activities beyond
the organization
Program criteria continued
X. Self and
professional
development
0
Not demonstrated
1
2
Participates in
some appropriate
workshops and
seminars;
demonstrates
familiarity with
professional
literature
page 4 of 4
3
4
Membership in
professional
organizations;
broad familiarity
with professional
literature;
established
participation in
professional
development
acticities
5
6
Structures selfdevelopment
activities;
understands place
of professional in
the larger context
7
8
Is guided by long
range learning
and/or
professional
development
goals; contributes
to organization of
professional
development
activities in the
workplace/field
9
10
Assumes
leadership role in
profession;
teaches, mentors
or models
professional
activity within the
field; works
toward developing
the profession
within society
*This is key. This section contains knowledge this is specific to each program. Assessment weighting would reflect this
importance. Examples of knowledge specifics:
Women’s Studies
• The feminist framework
• The counseling process
• Crisis intervention skills
Computer Information Systems
• Nature and function of information systems
• Developing information systems
Bachelor of Commerce
• Understanding of business practice and commercial practices
• Knowledge of computers and communication media
Certificate in Labour Studies
• Understanding of the nature of conflict and its role in management and society
• Awareness of history of issues and their foundational premises
Sample assessment letter
Dear Martha,
Re: Portfolio Assessment BPA/HS
The assessors have now completed their part of the Prior Learning Assessment and Recognition (PLAR) process and I
am pleased to report the results to you in this letter. You have been awarded 30 CREDITS out of a maximum of 30
available for the learning that you have demonstrated relative to your Athabasca University credential.
The credits awarded are to be placed on your academic record as:
Senior credits (30)
HSRV 4xx (3) Elective Major
HSRV 4xx (3) Theme 1 Leadership
HSRV 4xx (3) Theme 3 Changing Environment
HSRV 3xx (9) Elective Major
HSRV 3xx (3) Theme 1 Leadership
HSRV 3xx (6) Theme 2 Public Policy
HSRV 3xx (3) Theme 3 Changing Environment
The assessors have offered the following comments. Please note that the assessors write these comments individually.
Suggestions and recommendations arise only from their evaluation of the materials submitted in the portfolio.
Broad-based Human Services courses will widen Ms. Brown’s perceptions of the Human Services field. Currently, there
is little evidence in her portfolio of movement toward the field’s larger professional bodies for work at the advocacy
and policy level.
(Page 1 of 2)
(Sample assessment letter continued)
Your portfolio presented some of the clearest, most concise learning statements I have yet seen in portfolio
development. Congratulations Martha! Your portfolio does an exceptional job of interpreting the learning statements
by triangulating possible meanings and fitting them to your own work situation.
A second kudo is that your portfolio presented all of its material in a relatively condensed (ie., short) presentation. The
12-page essays, 30-page grid and dozen supporting documents provided a very concise portrayal of your
achievements.
As the post-diploma studies you completed, did not receive credit beyond entry to the program, you were well-advised
to include this learning as being relevant to the award of PLAR credit.
The assessors have recommended some of the following courses/suggestions for study:
Research methods and theory and policy courses. Ethics in human services.
The two required courses, HSRV 311 and 322 will further broaden the context in which your varied experiential
learning falls in the Human Services sector. WMST 321 on Advocacy would provide an opportunity to implement a
project in the workplace that you have not previously had an opportunity to do. If you are planning to continue
working in the field of exceptionalities courses associated with the Certificate in Inclusive Education would fit well into
your remaining coursework.
One or more independent study courses at the 400-level in Human Services to consolidate your learning from the
workplace. In a project course you could undertake a study in the workplace or reflect and analyse further one or
more of the challenges you have already experienced as an increasingly expert intervenor.
Please note that other credit assessment processes on your course records (i.e. based on transcripts from other
institutions) conducted through the Athabasca University’s Office of the Registrar, while separate from your PLAR
credits, are monitored by us to avoid double-counting or duplication.
Should you wish to clarify how your PLAR credits affect your academic program, please contact your advisor or
program chair.
Thank you for taking part in the PLAR process at Athabasca University.
Sincerely,
Cc :
Admissions
Program Director
Assessors
(Page 2 of 2)
Outcomes of portfolio assessment 1
Students’ prior learning assessed
Allocated credit placed on students’ records
Mini-program consultation
Generous feedback from academic assessors
A transition has occurred
PLAR
Point A
Point B
Outcomes of portfolio assessment 2
Increased self-knowledge
Greater appreciation of informal learning
Improved communication and organization skills
Greater appreciation of the role of reflection
(Brown, 2003)
Self-knowledge
New sense of self discovery
Empowerment
Learning through PLAR
“My story is in two acts; Act One, what happened. Act Two, what I
understood.” (Carlo Gebler, 2001)
Reflection
AHA!
Narration
Cognition
Transforming, transformation, transition
Reflective learning involves assessment or
reassessment of assumptions. Reflective learning
becomes transformative when asumptions or premises
are found to be distorting, inauthentic, or otherwise
invalid. Tranformative learning results in new or
transformed meaning schemes, or, when reflection
focuses on premises, transformed meaning
perspectives. To the extent that adult education
strives to foster reflective learning, its goal becomes
one of either confirmation or transformation of ways
of interpreting experience.
(J. Mezirow, Transformation Dimensions of
Adult Learning, p. 6)
It really made me stop and think. You know,
well, I’m not so bad, I am really a pretty neat
person. It reinforced my belief in myself. I
made me remember how I started and. . . the
steps I have taken along the way, certain
things that I have done that I haven’t thought
about in years. I tend to get so caught up in
everyday situations that I forget that I ever did
something, you know, fifteen years ago.
Brown, (2003), Adult Education Quarterly,
52 (3), 228-245.
Athabasca University
Transformational learning?
Perhaps.
Transitioned learning?
Yes.
Transforming Learning?
We hope so.
One-minute reflection
On a scale of 1 to 10 (where 1 = low, and
10 = high) rate your own institution’s
current level of “enabling” PLA-related
transformation
Bibliography
Brown, J. O. (2003). Know thyself: The impact of portfolio
development on adult learning. Adult Education Quarterly,
52 (3), 228-245.
Dewey, J. (1938). Experience and education. NY:
Macmillan.
Mezirow, J. & Associates. (Eds.) (1990). Fostering critical
reflection in adulthood: A guide to transformative and
emancipatory learning. San Francisco: Jossey-Bass.
Vygotsky, L. S. (1978. Mind in society. Cambridge, MA:
Harvard University Press.