prior learning assessment (pla) pilot project at vsu prepared by the pla assessors group

Prior Learning Assessment (PLA) Pilot Project At VSU

Prepared by the PLA Assessors Group

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PLA Fit with VSU Strategic Goals

From VSU’s Strategic Planning Goals: 5 Goals in 5 Years Enrollment & Retention

Assess and implement changes in faculty load, facilities, course offerings & class scheduling to enhance the use of university resources in support of planned growth.

Increase number of students seeking certification and licensure renewal.

Develop a proposal for programs and program delivery strategies that meet the needs of non-traditional degree seeking students.

Financial Support Improve profile in the Valdosta community, by continuing to

develop external/community partnerships.

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VSU now offers six ways to receive college

credit from Prior Learning Assessment: CLEP (The College-Level Examination Program®) AP (Advanced Placement) DANTES Testing (Defense Activity for Non-Traditional

Educational Support) ACE Credits Departmental Examinations Prior Learning Documentation

Explanation of PLAAt VSU

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Documentation provides

alternative formats

for candidates to provide evidence

they have the knowledge and skills

for a specific course’s learning outcomes.

Explanation of PLA Documentation

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Many ways to provide evidence of learning: Work products Performance simulations Interviews Oral or written exams Skills demonstrations Original fine art Computer software Poems, books, stories

Evidence of Prior Learning

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Assessment focuses on learning – not just experience

Learning is based on experience and academic theory

Explanation of PLA Documentation

Learning

Experience Theory

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Learning outcomes: Define expectations for the target course Must be clear and explicit Should include all valued components

(including process skills)

If learning outcomes are not explicit,students cannot be held accountable.

Learning Outcomes Are Critical

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Students convince assessors that They have relevant and appropriate experiences They learned from those experiences

The learning is aligned with learning outcomes for the target course

The learning is grounded on relevant theory

What Students Do

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Students provide evidence to document

relevant experiences.

Relevant experiences could include: Courses Training programs (e.g. military) Work experience Community service Personal study

Evidence of Relevant Experience

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Assessment approach depends on the course

Exam e.g. Mathematics Essay e.g. English Portfolio e.g. Science Performance e.g. Education

Evidence of Learning From Experience

Traditional Performance-based

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Mathematics

Science

Education

Examples

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Assessment of open-ended mathematical tasks Mathematical Knowledge: Knowledge of

mathematical principles and concepts Strategic Knowledge: Identification and use

of important elements of the problem that represent and integrate concepts (e.g., models, diagrams, symbols, algorithms).

Explanation: Written explanation of the rationales and steps of the solution process. A justification of each step is provided.

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Students will solve non-routine problems and construct knowledge through problem solving.

Students will investigate, develop, and evaluate mathematical arguments.

Students will understand how mathematical ideas interconnect and build on one another and will apply mathematics in other content areas.

Students will create and use technology, pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas.

Process Standards for the Mathematics courses

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Possible Scoring Categories

Sources of Learning (Experiences) Evidence of Competencies (aligned with

learning outcomes) Competencies aligned with Experiences Competencies aligned with Theory Breadth / Depth / Significance Introduction / Conclusion Citation of Source Material Documentation Sentence Structure, Mechanics, and Overall

Presentation

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Possible Scoring Categories

Sources of Learning (Experiences) Evidence of Competencies (aligned with

learning outcomes) Competencies aligned with Experiences Competencies aligned with Theory Breadth / Depth / Significance Introduction / Conclusion Citation of Source Material Documentation Sentence Structure, Mechanics, and Overall

Presentation