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

diannec@athabascau.ca