canadian institute for recognizing learning rotterdam, 2014
DESCRIPTION
CANADIAN INSTITUTE FOR RECOGNIZING LEARNING Rotterdam, 2014. PRESENTATION Two Theoretical Concepts Evidence Of Quality Implications For Practice. ASSESSOR LEARNING IS ALSO SITUATED. There are three kinds of people; the ones that learn by readin ’, the few who learn by observation, - PowerPoint PPT PresentationTRANSCRIPT
CANADIAN INSTITUTE FOR RECOGNIZING LEARNING
Rotterdam, 2014
1
PRESENTATION
•Two Theoretical Concepts
•Evidence Of Quality
• Implications For Practice
2
3
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
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Chances: Not So Good!
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QUALITY IN VALIDATION
• Is tied to:a) the conditions of transition processb) the supports it providesc) 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.”
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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
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Stakeholder Collaboration
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VPL GOALS• Increase access• Improve persistence• Shorten programs• Reduce education costs• Promote confidence• Improve employability 16
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Impact of Support
3.5 3.3 3.1 3.3
0.00.51.01.52.02.53.03.54.0
Aver
age G
rade
Average Course Grades
PLAR Learners’ PLAR Learners’ TRAD PLAR Learners’ PLAR Courses TRAD Courses Students’ Courses in Sample
Courses Programs
18
94%
6%
94%
6%
91%
9%
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Percentage of Courses in which Learners & Students were Successful
PLAR Learners’ PLAR Learners’ TRAD Students’ PLAR Courses TRAD Courses Courses
19
11
26
11
20
9
18
05
1015202530
PLAR Learners Candidats à la RAE
PLAR Learners in SamplePrograms Candidats à laRAE programmes choisis
TRAD Students Étudiants traditionnels
Average Number of Courses TakenNombre moyen de cours suivis
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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.
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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.
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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.
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SOLUTIONS•Collaboration•Designs that reflect our knowledge of prior learning
•Evidence•Financial resources 24
Contact Information
Joy Van KleefCanadian Institute for Recognizing
Learning (CIRL)www.cirl.org
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