through a looking glass, astutely: authentic and accountable assessment within pla practice
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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 - PowerPoint PPT PresentationTRANSCRIPT
Through a looking glass, astutely: Authentic and accountable
assessment within PLA practice
Dianne ConradAthabasca University
Alberta, Canada
AHEAOctober 2010
Saratoga Springs, NY
Presentation Outline
PLA at Athabasca UniversityAuthenticity and authentic learningAuthentic learning in portfolio developmentAuthenticity + accountability = xPromoting an authentic, accountable cultureWhy the looking glass?
Athabasca University
Athabasca University
PLA at Athabasca University
MandatedCentralizedUniversity-wideProgram or course-basedOffered at a distanceMentored
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.
Learners
Website Referral from other AU centresPsychology 205
MentorshipOffice of the Registrarre: program fit
Portfolio preparation
Portfolio submission
Portfolio vetting
revising
AU’s PLA Process
Consultation with CLA(preferred)
Professional Associationsre: licensure
Program Directors re: program requirements
communicating
consulting
Process managed by:
student
CLA
Assessor
Designation of assessors
AssessmentAssessmentAssessment
Compilation of assessments
Student
Consultation with Office of the Registrar
Finalization of Results
Communication of PLA results
Appeal processOffice of the Registrar
Assessors
Office of the Registrar
Program Directors
Authenticity/accountability
Authenticity in learning
“learning that occurs when materials and activities are framed around ‘real life’ contexts” (Herod, 2002)
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.
Telling their stories….
…through three parts of the portfolio …
Front-end
Learning statements
Documentation
…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”
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).
Assessment specifics
Program criteria, learning outcomesScoring toolsTeams of assessors, working independentlyConsultative, iterative, appeals possibleMaximum credit awards set by programsPLA credit not counted as residencyCredit must fit into program plan
Assessment, accountably
A sound structure
Transparent, rigorous, broad
Parameters are program-based
Shared responsibility, decision-making
Opportunities for collaboration
Authentic journeying to self-knowledge
TREE
Collect
Learner
Select
Reflect
Project
Portfolio
Identify and select appropriate incidents and materials for use –material that
directly support and address learning.
Establish sequence, order, and connections. Reflect on identified
experiential learning. Organize learning into clusters or areas of learning.
Gather thoughts, documents or other sources of material (e.g., primary data,
AV, newspaper articles etc.) that address learning.
Demonstrate learning by writing learning statements. Finalize supporting
documentation and letters of attestation. Organize all documents into portfolio.
Enrolled in a programTransfer credit evaluation completed
Refine
Portfolio vetting at CLA – forward for assessment or
return to student for revision
Refine
Refine
At the end of the day
AHA!
Mirror-image??
‘Helen, Backstage, Merlin Theatre’Wendy McMurdo, 1996, courtesy the artist
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?
Thank you
Questions?
Dr. Dianne ConradAthabasca University