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PRIOR LEARNING ASSESSMENT & RECOGNITION. An Overview Dr. Christine Wihak Workplace & Adult Learning University of Calgary. Definition of PLAR Brief look at research on ITIs (internationally trained immigrants) and PLAR Description of PLAR process PLAR resources available in Canada. - PowerPoint PPT Presentation
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PRIOR LEARNING PRIOR LEARNING ASSESSMENT & RECOGNITIONASSESSMENT & RECOGNITION
An Overview
Dr. Christine Wihak
Workplace & Adult Learning
University of Calgary
• Definition of PLAR
• Brief look at research on ITIs (internationally trained immigrants) and PLAR
• Description of PLAR process
• PLAR resources available in Canada
What is PLAR?What is PLAR?
“The practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners’ have gained through experiential or self-directed (informal) and/or non-credit courses and workshops (nonformal) learning, rather than through formal education”
(Thomas, 2000).
Why do PLAR?Why do PLAR?
• For immigrants, there is the potential for Canadian credentialing of foreign experience and training and connecting them to the right work
• Potential benefits of PLAR to ITIs– It reduces time needed to complete credential; don’t
need to re-learn material learned elsewhere– It reduces costs of completing credential– It improves confidence
Research on PLAR and immigrantsResearch on PLAR and immigrants
• Livingstone, Raykov, & Turner (2005) cross-Canada survey on Work and Learning– Found two-thirds of immigrant respondents interested in gaining
recognition for informal and non-formal learning• Saskatchewan survey of immigrants (Shmyr, 2003)
found that none of the respondents had heard of PLAR (process, methods or term)
• Learning Innovations Forum doing research on an e-portfolio system for immigrants (http://www.futured.com/documents/LIfIAProjectAnnouncementAugust05.pdf)
• Wihak working on proposal to do applied research on PLAR and ITIs in Canadian post-secondary setting
PLAR for Immigrants has 3 PLAR for Immigrants has 3 parts…..parts…..
• Assessment of formal international credentials: WES, 5 provincial agencies, professional associations, regulatory bodies, sector councils, h.e. institutions
• Assessment of language skills in English and French: standard tests, ESL providers etc.
• PLAR focus: assessment of work and other experience for formal educational credit recognition or to meet job requirements.
Internationally Trained Immigrant
Formal Credentials Language Proficiency Experience
Informal and non-formal
Internationally Trained Immigrant
Formal credentials Language Proficiency Experience
Employment
Internationally Trained Immigrant
Formal credentials Language Proficiency Experience
Employment
Competencies, knowledge, skills and attributes of the job
Internationally Trained Immigrant
Formal credentials Language Proficiency Experience
Employment
Competencies, knowledge, skills and attributes of the ITI
Competencies, knowledge, skills and attributes of the job
Internationally Trained Immigrant
Formal credentials Language Proficiency Experience
Employment
Competencies, knowledge, skills and attributes of the ITI
Competencies, knowledge, skills and attributes of the job
= THE GAP + THE BRIDGETHE FIT
Internationally Trained Immigrant
Formal credentials Language Proficiency Experience
Employment
Competencies, knowledge, skills and attributes
Competencies, knowledge, skills and attributes
= THE GAP + THE BRIDGETHE FIT
FCR e.g. TOEFL PLAR/APEL
Nonformal learningNonformal learning
• PLAR can recognize learning gained outside of formal education system
• For ITIs, formal learning gained in foreign education system sometimes not recognized by through usual channels of Canadian formal education system
• Foreign formal education might be recognized through PLAR process of recognizing nonformal learning
How is PLAR done?How is PLAR done?
• Several different methods for assessing learning:– Interviews, demonstrations– Review of job-based training– Review of foreign credentials not recognized
through credential evaluation services– Challenge exams– Portfolio development and review
Building a PortfolioBuilding a Portfolio
• Portfolio commonly used for PLAR
• Steps in portfolio development1. Create a learning narrative that describes
significant learning experiences
2. Identify specific learning in each learning experience
3. Create learning statements
4. Document learning statements
How to Describe Learning – Bloom’s TaxonomyHow to Describe Learning – Bloom’s Taxonomy
Know
Describe
List
State
Tell
Recall Recognize Identify Name
Note
Quote
Locate
Comprehend
Translate Organize Abbreviate
Clarify Symbolism Transfer
Define
Interpret
Infer
Predict
Explain Demonstrate
Familiarize
Apply
Generalize
Solve
Transmit Personalize Rethink
Revise
Rework Recognize Project
Extend
Code
Analyze
Distinguish Recognize Validate
Outline
Diagram Observe Categorise Inquire
Delineate Organise Translate Classify
Synthesize
Create
Design
Invent
Elaborate
Initiate
Originate
Delete
Visualise
Imagine
Modify
Code Hypothesize Predict
Combine Minimize Maximize
Adapt
Evaluate
Judge
Prove
Disprove
Validate
Debate
Weigh
Discuss
Appease
Assess
Value
Measure
Prioritize
Examine
Learning Example (fictional)Learning Example (fictional)
• Learning Narrative from an Eastern European ITI: – “I worked in an international NGO where a dress code was
introduced. The effect on the employees was to make them feel more confident and more important. They make comments like: I feel like I’m really working because I need to wake up a little bit early and dress up for work.”
• Learning Statements:– I observed the relationship between the employer expectations
concerning dress and employees’ attitudes.– I hypothesized that employers could increase employee
productivity by changing an organizational culture through methods such as dress codes.
Portfolio ProcessPortfolio Process
• Commonly used process
• At Athabasca University, used to gain credits
towards a program, not just a course
• Portfolio development courses available on-line
PLA Centre -- HalifaxPLA Centre -- Halifax
Athabasca UniversityAthabasca University
Mohawk College -- HamiltonMohawk College -- Hamilton
CAPLA: CAPLA: Info on PLAR at Canadian Info on PLAR at Canadian Post-Secondary InstitutionsPost-Secondary Institutions
ReferencesReferences
Livingstone, D. W., Raykov, M., & Turner, C. (2005). Canadian adults' interest in prior learning assessment and recognition (PLAR): A 2004 national survey. Toronto: Ontario Institute for Studies in Education.
Shmyr, Z. (2003). Recognition of prior learning (RPL) within the newcomer community: A needs assessment final report. Regina: Saskatchewan Association of Immigrant Settlement and Integration Agencies (SAISIA).
Thomas, A. (2000). Prior learning assessment: The quiet revolution. In A. Wilson & E. Hayes (Eds.), Handbook of adult and continuing education (pp. 508-522). San Francisco: Jossey-Bass.
More Info on PLAR?More Info on PLAR?
• State of the Field Review– Review of PLAR research from 2000-2005– Coming soon to website of Canadian Council
on Learning
