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(    (    f J?6Slide Number Placeholder 6^   h*       x 0e0e?Rectangle 4  0 E  (   C @0e0e?Rectangle 5Pe`  0  Focus on learning  not just experience Learning based on: - experience and - academic theory  %     j @`  F?Text Box 7` N 2    F?Text Box 8 ~$Assessing Experience-Based Learning%%$ % Nx ##k C *Group 17"  R  P>?AutoShape 18D `' 2     To?Text Box 19  pLearning&      To?Text Box 20k r Experience&       To?Text Box 21##k nTheory&   3f3f___PPT10i.06+D=' = @B +"  0(    f ?6Slide Number Placeholder 5^   h*       x 0e0e?Rectangle 2P  0 E  (   C 0e0e?Rectangle 3P 0  Prior Learning must be documented Documentation provides alternative formats for candidates to provide evidence they have the knowledge and skills for a specific course s learning outcomes.< P P:  @`  F ?Text Box 4` N 2    F@?Text Box 5  `} uReview: PLA Documentation(2   3f3f___PPT10i.06+D=' = @B +" P(     pm0e0e?Title 1j  0 ZConcerns for Assessors   y  C C0e0e?,Content Placeholder 2PK 0 Academic rigor Ownership Targeted courses Content and academic freedom Assessment Retake options Validity issues Experience Documentation of learning   H  %  G %   @`  fK?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.r+D=' = @B +" p(     pr0e0e?Title 1j  0 RAcademic Rigor     C  t0e0e?,Content Placeholder 2P 0 ' Assessors are content experts PLA portfolio aligned with learning objectives for existing courses Critical: Learning outcomes in syllabi must clearly define what is valued.. eC  @`  fJ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.^~+D=' = @B +"  (      pA0e0e?Title 1j  0 TOwnership Issues   L  C 0e0e?,Content Placeholder 2Pe 0 T Departments determine which courses may be taken for PLA credit This may depend on Electives v major courses Foundation v upper level courses Transfer courses (e.g. preMedicine) XU _  A _  @`  f(?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.Qd\+D=' = @B +"@ G?$'(  $ $  p0e0e?Title 1j  0 6Ownership Issues  $ C 0e0e?,Content Placeholder 2Pe 0 r Departments or assessors determine Prerequisite prior experiences Extent of contact between assessor and student&%N%N s@` $ f?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.Km+D=' = @B +"_ f^(F(  ( (  p0e0e?Title 1j  0 6Ownership Issues  ( C 0e0e?,Content Placeholder 2Pe 0 } Departments determine retake policies: Retake entire submission Retake selected parts Retake maximum portion (%) No retake :(V V ~@` ( f ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.+D=' = @B +" ,(  , ,  p@0e0e?Title 1j  0 6Ownership Issues 1 , C `0e0e?,Content Placeholder 2Pe 0 9 Assessors determine Content Accepted forms of evidence Form of assessment Common VSU-PLA format for consistency in communicating expectations and outcomes T8R 8< @` , f?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.1$+D=' = @B +"- 4,0(  0 0  p 0e0e?Title 1j  0 SValidity Issues    0 C  0e0e?,Content Placeholder 2PeP 0  Validity of experience: Serves as entry gatekeeper Documentation of experience is supervised during PLA 2000 Focus on formal evidence Validity of learning: Focus on personal performance Focus on applications of content and theory in personal experience h o  c  n c @` 0 f@?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.k+D=' = @B +"     04 (  4 4 f?6Slide Number Placeholder 5^   h*    . 4  x 0e0e?Rectangle 2  0 bCriteria for Quality Assurance    4 C @0e0e?Rectangle 3Pe 0 Credit or its equivalent will be awarded only for learning, and not for experience. Assessment should be based on standards and criteria for the level of acceptable learning. Assessment should be treated as an integral part of learning, not separate from it, and should be based on an understanding of learning processes. The determination of credit awards and competence levels must be made by appropriate subject matter and academic or credentialing experts. Credit or other credentialing will be appropriate to the academic context in which it is awarded and accepted. The program of study and the student s major, i.e., core, upper-division, or graduate, of the student determines the  academic context. D Z2 t  @`^ 4 F`?Text Box 40pl *Adapted From: Morry Fiddler, Catherine Marieneau & Urban Whitaker. Assessing Learning: Standards, Principles, & Procedures. Chicago: CAEL (Council for Adult and Experiential Learning), 2006. For more information visit: The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.8+60 ZC 7  )  3f3f___PPT10i.Z!"+D=' = @B +"   P8(  8 8 f?6Slide Number Placeholder 5^   h*     8  x0e0e?Rectangle 2j  0 E  (  8 C 0e0e?Rectangle 3Pe` 0 Students must convince assessors that They have relevant and appropriate experiences They learned from those experiences Learning is aligned with learning outcomes for the target course Learning is grounded in relevant theory&  % . $ A (  @` 8 F ?Text Box 4  jWhat Students Do 2$   3f3f___PPT10i.L"w+D=' = @B +"  p<v(  <- <  p$0e0e?Title 1j  0 i%Students Step 1: Sources of Learning& &  & < C 0e0e?,Content Placeholder 2Pe 0  Assess experience background PLA 2000 instructor guides student in collecting and evaluating documentation of experiences as potential sources of leraning   @` < f ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.ϖ6JD+D=' = @B +"  @(  @ @ f`?6Slide Number Placeholder 5^   h*     @  x`0e0e?Rectangle 2j  0 E  $ O @ C 0e0e?Rectangle 3Pe@ 0 kStudents provide evidence to document relevant experiences. Relevant experiences could include: Courses Training programs (e.g. military) Work experience Community service Personal study da ] #$\  @` @ F?Text Box 4 P {Evidence of Relevant Experience (2     3f3f___PPT10i.&6+D=' = @B +"  D(  D* D  p`0e0e?Title 1j  0 f"Students Step 2: Index of Learning# #  # D C  0e0e?,Content Placeholder 2Pe 0  PLA 2000 instructor guides student to examine syllabi and learning outcomes of relevant course(s) Student aligns prior learning with learning outcomes of target course(s)    @` D f@œ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.ϖ <+D=' = @B +"" )!H (  H, H  pÜ0e0e?Title 1j  0 h$Students Step 3: Assessor Guidelines% %  % H C Ĝ0e0e?,Content Placeholder 2Pe 0  Obtain assessor s guidelines: Learning outcomes Defined levels of performance Accepted/required forms of documentation Suggestions for student* q q @` H f`Ɯ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.Ж ;+D=' = @B +"o vnLV(  L L fǜ?6Slide Number Placeholder 5^   h*     L  xɜ0e0e?Rectangle 2j  0 E  ( 6 L C  ʜ0e0e?Rectangle 3Pe 0 RMany ways to provide evidence of learning from experience: Work products Performance simulations Interviews Oral or written exams Skills demonstrations Original fine art Computer software Poems, books, stories6<  :  @` L F@˜?Text Box 4` N 2   L F`̜?Text Box 5P nEvidence of Learning 2    3f3f___PPT10i.06+D=' = @B +" P(  P. P  p ͜0e0e?Title 1j  0 j&Students Step 5: Portfolio Development' '  '# P C ͜0e0e?,Content Placeholder 2Pe 0 + Students prepare portfolio Align learning with learning outcomes for the course Align learning with relevant theory Align learning with grounding experience Address assessment guidelines*   @` P fМ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.Ж&+D=' = @B +"% ,$0T (  T# T  p@Ҝ0e0e?Title 1j  0 _Students Step 6: Assessment    T C `Ӝ0e0e?,Content Placeholder 2Pe 0  Assessors rate learning for each of the learning outcomes and defined criteria ?? Students must receive a satisfactory rating on each component ?? If rating for any component is not satisfactory, the student may be allowed one opportunity for revision and rescoringF  O?w  @` T fԜ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.і`&(  ` ` f@ۜ?6Slide Number Placeholder 5^   h*     `  xݜ0e0e?Rectangle 2P  0 C    ` C `ߜ0e0e?Rectangle 3Pe0 0 Learning outcomes: Define expectations for the target course Define observable behaviors Must be clear and explicit Should include all valued components (including process skills) If learning outcomes are not explicit, students cannot be held accountable.  N E@ 0  @` ` F ?Text Box 4 zLearning Outcomes Are Critical(2   3f3f___PPT10i.Є26+D=' = @B +" d(  d d  p0e0e?Title 1j  0 ULearning Outcomes    d C 0e0e?,Content Placeholder 2Pe 0 Define observable behaviors Yes: The student will demonstrate effective planning of & . No: The student will know how to plan & No: Planning instruction & Define levels of performance Low: knowledge, comprehension High: analysis, synthesis, evaluationT ~  D ~D @` d f ?6Slide Number Placeholder 3^   h*     3f3f___PPT10i.Ֆ+D=' = @B +"c jbhJ(  h9 h  p@0e0e?Title 1  `  0 u-Assessors Step 2: Analyze Course Requirements. .  . h C `0e0e?,Content Placeholder 2P 0 What prerequisite experience? Gatekeeper to entry Appropriate, equitable and defensible What learning? Elaboration of learning outcomes Components to include in evaluation What sources of evidence of learning? What minimum levels for credit? 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 $ , On-screen Show (4:3)Valdosta State UniversityQ #VerdanaArial WingdingsTimes New RomanProfile 1_ProfilePLA Assessor Training  Concerns for AssessorsAcademic RigorOwnership IssuesOwnership IssuesOwnership IssuesOwnership IssuesValidity IssuesCriteria for Quality Assurance &Students Step 1: Sources of Learning #Students Step 2: Index of Learning%Students Step 3: Assessor Guidelines 'Students Step 5: Portfolio DevelopmentStudents Step 6: AssessmentRole of Faculty Assessors*Assessors Step 1: Revise Course Syllabus  Learning Outcomes.Assessors Step 2: Analyze Course Requirements Define the Assessment Method0Assessors Step 4: Develop Evaluation InstrumentPossible Scoring Categories+Assessors Step 5: Communicate Expectations Questions?  Fonts UsedTheme Slide Titles  8@ _PID_HLINKSA http://www.cael.org/http://www.cael.org/Root EntrydO)sPictureslCurrent UserDSummaryInformation(      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefhijklmn}$_6z Jerry MerwinJerry Merwin  !"#$%&'()*+,-./012345689:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefhijklmnpqrstuv}Root EntrydO)PictureslCurrent UseroSummaryInformation(PowerPoint Document(7ZzDocumentSummaryInformation8g