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Implementing the PLA Project at Valdosta State University

Learn about the key role of faculty assessors in implementing a Prior Learning Assessment (PLA) project at Valdosta State University. This workshop covers training, assessment methods, academic rigor, learning outcomes, and evaluation instruments.

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Implementing the PLA Project at Valdosta State University

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  1. Implementing the PLA Projectat Valdosta State University Heather Brasell, Jim Nienow, Sean Lennon, Jerry Merwin, Mary Ellen Dallman, & Sharon Gravett Prior Learning Assessment Workshop Callaway Gardens Friday, April 25, 2008

  2. Implementing a PLA ProjectPLA Working Group • The Role of Faculty Assessors > Heather Brasell, Jim Nienow, & Sean Lennon • Training of Faculty Assessors > Jerry Merwin & Sean Lennon • Budget > Mary Ellen Dallman & Sheri Gravett • Evaluation > Jerry Merwin • Next Steps > Sheri Gravett, & Team

  3. The Role of Faculty AssessorsHeather Brasell, Jim Nienow, & Sean Lennon Assessing Experience Based Learning Role of Faculty Assessors Decisions: Academic Rigor Assessment Learning Outcomes are Critical Evaluation Instrument Flexibility in Assessment 3

  4. AssessingExperience-Based Learning Focus on learning – not just experience Learning based on: - experience and - academic theory Learning Experience Theory 4

  5. Role of Faculty Assessors Help determine appropriate courses based on backgrounds of students Develop assessment methods appropriate for the course Provide syllabus and assessment guidelines Evaluate student documentation, portfolios, etc. 5

  6. Decisions: Academic Rigor • Assessors establish academic legitimacy • Ownership • Targeted courses • Content and academic freedom • Assessment • Resubmission options • Validity issues • Experience • Documentation of learning 6

  7. Assessment • Syllabus • Description and Learning Outcomes • Evaluation instrument • Generic rubric format • Flexible to fit any course • Guidelines • Suggested/required sources of evidence • What is valued 7

  8. Learning Outcomes Are Critical 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. 8

  9. Evaluation Instrument 9

  10. Assessment method depends on the course Exam e.g. Mathematics Essay e.g. English Portfolio e.g. Science Performance e.g. Fine Arts Flexibility in Assessment Traditional Behavioral 10

  11. Formal Training of Faculty AssessorsJerry Merwin & Sean Lennon • Day 1 – History of PLA Pilot Project at VSU • What is Prior Learning Assessment? • Criteria for Quality Assurance in Assessing Prior Learning • PLA fit with VSU Goals • Explanations of Documentation Methods • Examples of Evidence Types • Case Studies of Six PLA 2000 Students • Role of Faculty Assessors 11

  12. Formal Training of Faculty AssessorsJerry Merwin & Sean Lennon • Day 2 – Portfolio Assessment for FacultyWorkshop by Dr. Denise Hart (Director of Adult Education, Fairleigh Dickinson University) • The definition of college-level credit • The 10 CAEL standards for quality assurance in assessing learning • Qualifications of faculty assessors • The portfolio process • How to train students in portfolio preparation • How to assess sample portfolios, with hands-on practice 12

  13. BudgetMary Ellen Dallman & Sheri Gravett 13

  14. PLA Project EvaluationJerry Merwin • Program Evaluation > Two Primary Approaches • Review of Objectives and Decisions – Accomplishments • Establish Purpose, Context, Definitions, & Scope of Plan • Develop Procedures for Students from Front Door to Transcript • Develop Policies & Procedures • Establish an Infrastructure to Support PLA Process • Develop a Financial Model to Ensure Sustainability • Guarantee Program Quality • Project a Timeframe • PLA 2000 Course Outcomes 14

  15. PLA Project EvaluationJerry Merwin • Program Evaluation > Two Primary Approaches • Review of Objectives and Decisions – Accomplishments • PLA 2000 Course Outcomes (Kirkpatrick Model*) • Reaction • Learning • Behavior • Results 15 *Kirkpatrick, Donald L. (1998). Evaluating Training Programs: The Four Levels. 2nd Edition. San Francisco: Berrett-Koehler Publishing.

  16. Implementing a PLA ProjectPLA Working Group Next Steps > Sheri Gravett & Team 16

  17. Contacts at VSU • Questions for Assessors: • Middle, Secondary, Reading, and Deaf Education (MSED) • Heather Brasell <hbrasell@valdosta.edu> • Sean Lennon smlennon@valdosta.edu • Science & Mathematics • Jim Nienow <jnienow@valdosta.edu> • Arsalan Wares <awares@valdosta.edu>

  18. Contacts at VSU • PLA Working Group (Other than assessors) • Beverley Blake brblake@valdosta.edu • Mary Ellen Dallman medallma@valdosta.edu • Sheri Gravett sgravett@valdosta.edu • Christine James chjames@valdosta.edu • Karen Shepard kshepard@valdosta.edu • Jerry Merwin gamerwin@valdosta.edu • Barbara Stanley bstanley@valdosta.edu

  19. PLA Working Group at VSUNames, Departments, Email addresses

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