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Through a looking glass, astutely: Authentic and accountable assessment within PLA practice

Through a looking glass, astutely: Authentic and accountable assessment within PLA practice. Dianne Conrad Athabasca University Alberta, Canada AHEA October 2010 Saratoga Springs, NY. Presentation Outline. PLA at Athabasca University Authenticity and authentic learning

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Through a looking glass, astutely: Authentic and accountable assessment within PLA practice

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  1. Through a looking glass, astutely: Authentic and accountable assessment within PLA practice Dianne Conrad Athabasca University Alberta, Canada AHEA October 2010 Saratoga Springs, NY

  2. Presentation Outline PLA at Athabasca University Authenticity and authentic learning Authentic learning in portfolio development Authenticity + accountability = x Promoting an authentic, accountable culture Why the looking glass?

  3. Athabasca University

  4. Athabasca University

  5. PLA at Athabasca University Mandated Centralized University-wide Program or course-based Offered at a distance Mentored

  6. PLA at AU, cont’d. • AU adheres to fundamental principles: • There are many ways to learn. • PLA is for KNOWING, not doing. • PLA is a learning activity. • PLA credit is assessed, not transferred. • PLA credit is program-relevant and program-related.

  7. AU’s PLA Process Learners Consultation with CLA (preferred) Psychology 205 Website Referral from other AU centres Mentorship Office of the Registrar re: program fit consulting Portfolio preparation communicating Program Directors re: program requirements revising Professional Associations re: licensure Portfolio submission Portfolio vetting Designation of assessors Assessment Assessment Assessment Compilation of assessments Appeal process Office of the Registrar Consultation with Office of the Registrar Process managed by: Finalization of Results student Communication of PLA results CLA Office of the Registrar Student Assessor Assessors Program Directors

  8. Authenticity/accountability

  9. Authenticity in learning “learning that occurs when materials and activities are framed around ‘real life’ contexts” (Herod, 2002)

  10. Elements of authentic learning It is ill-defined. Tasks are complex and sustained. Tasks provide opportunity for multiple perspectives. Tasks provide opportunities for reflection. It surpasses specificity – extends, integrates. It permits a variety of outcomes.

  11. Telling their stories….

  12. …through three parts of the portfolio … Front-end Learning statements Documentation

  13. …through yanking and pulling • Nonaka’s externalization • Articulating one’s knowledge from its tacit state by putting ideas or images into words • Includes “eliciting and translating”

  14. The nature of PLA assessment It’s subjective (humanities and social sciences). It’s cognitively-based. It’s triangulated. It appreciates “puzzling” over “patterning” (Vygotsky).

  15. Assessment specifics Program criteria, learning outcomes Scoring tools Teams of assessors, working independently Consultative, iterative, appeals possible Maximum credit awards set by programs PLA credit not counted as residency Credit must fit into program plan

  16. Assessment, accountably A sound structure Transparent, rigorous, broad Parameters are program-based Shared responsibility, decision-making Opportunities for collaboration

  17. Authentic journeying to self-knowledge Portfolio Portfolio vetting at CLA – forward for assessment or return to student for revision Demonstrate learning by writing learning statements. Finalize supporting documentation and letters of attestation. Organize all documents into portfolio. Project Establish sequence, order, and connections. Reflect on identified experiential learning. Organize learning into clusters or areas of learning. Reflect Identify and select appropriate incidents and materials for use –material that directly support and address learning. Select Refine Gather thoughts, documents or other sources of material (e.g., primary data, AV, newspaper articles etc.) that address learning. Collect Enrolled in a program Transfer credit evaluation completed Learner TREE Refine Refine

  18. At the end of the day AHA!

  19. Mirror-image?? ‘Helen, Backstage, Merlin Theatre’ Wendy McMurdo, 1996, courtesy the artist

  20. Discussion prompts What IS authentic assessment? How does authentic assessment encourage learners’ authenticity? How can LOs contribute to authenticity – in learning and in assessment? How can institutions promote a culture of authenticity? Are PLA processes properly reflective of this aim?

  21. Thank you Questions? Dr. Dianne Conrad Athabasca University diannec@athabascau.ca

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