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CANADIAN INSTITUTE FOR RECOGNIZING LEARNING Rotterdam, 2014

CANADIAN INSTITUTE FOR RECOGNIZING LEARNING Rotterdam, 2014. PRESENTATION Two Theoretical Concepts Evidence Of Quality Implications For Practice. ASSESSOR LEARNING IS ALSO SITUATED. There are three kinds of people; the ones that learn by readin ’, the few who learn by observation,

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CANADIAN INSTITUTE FOR RECOGNIZING LEARNING Rotterdam, 2014

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  1. CANADIAN INSTITUTE FOR RECOGNIZING LEARNING Rotterdam, 2014

  2. PRESENTATION • Two Theoretical Concepts • Evidence Of Quality • Implications For Practice

  3. ASSESSOR LEARNING IS ALSO SITUATED

  4. There are three kinds of people; the ones that learn by readin’, the few who learn by observation, And the rest who pretty much have to pee on the electric fence for themselves. (Will Rogers)

  5. CONSEQUENTIAL TRANSITIONS • Transfer is more of a transition • New learning is evitable • Changes individuals and their relationship with a social practice • Requires support and time

  6. Chances: Not So Good!

  7. TRANSITON OF LEARNING

  8. QUALITY IN VALIDATION • Is tied to: • the conditions of transition process • the supports it provides • the changes it engenders in individuals and institutions

  9. “Why would I pursue when I know I'm not up to [the regulatory body's] standard? I am nothing … you are nothing, you're not qualified, I mean, so what happened to all the years that you've studied? What happened to all the knowledge that you had.? You're not qualified, you're not equivalent. You are nothing.”

  10. BAARTMAN ET AL. (2006, 2007a, 2007b) • Acceptability • Authenticity • Cognitive complexity • Comparability • Cost and efficiency • Educational consequences

  11. BAARTMAN ET AL (2006, 2007a, 2007b) • Fairness • Fitness for purpose • Fitness for self-assessment • Meaningfulness • Reproducibility of decisions • Transparency

  12. Stakeholder Collaboration

  13. Stakeholder Collaboration

  14. VPL GOALS • Increase access • Improve persistence • Shorten programs • Reduce education costs • Promote confidence • Improve employability

  15. Impact of Support

  16. Average Course Grades PLAR Learners’ PLAR Learners’ TRAD PLAR Learners’ PLAR Courses TRAD Courses Students’ Courses in Sample Courses Programs 18

  17. Percentage of Courses in which Learners & Students were Successful PLAR Learners’ PLAR Learners’ TRAD Students’ PLAR Courses TRAD Courses Courses 19

  18. Average Number of Courses Taken Nombre moyen de cours suivis 20

  19. KEY OBSERVATIONS Prior learning is situated learning; it may not simply transfer; it undergoes changes that constitute a transition necessary for performance in new contexts.

  20. KEY OBSERVATIONS Quality in PLAR may be more effectively developed if it is understood as a social construction, defined and implemented through engagement among communities in social practice.

  21. KEY OBSERVATIONS When learning is perceived as a transition and measures are taken to support that transition, the quality of assessments are enhanced and adults’ confidence as learners improves.

  22. SOLUTIONS • Collaboration • Designs that reflect our knowledge of prior learning • Evidence • Financial resources

  23. Contact Information Joy Van Kleef Canadian Institute for Recognizing Learning (CIRL) www.cirl.org vankleef@sympatico.ca

  24. SITUATED LEARNING “Why would I pursue when I know I'm not up to [the regulatory body's] standard? I am nothing … you are nothing, you're not qualified, I mean, so what happened to all the years that you've studied? What happened to all the knowledge that you had.? You're not qualified, you're not equivalent. You are nothing.”

  25. Foundations for Quality Measures • Foundational principles • Engagement of stakeholders • Linking quality measures to purpose • Quality indicators beyond validity and reliability • Quality-specific policies and procedures • Fitness for purpose as basis for method and tool selection • Multiple methods of assessment • Quality-specific tools • Assessor and advisor training • Advising and support from pre to post-assessment • Integration of research, monitoring and evaluation • Innovative marketing

  26. Specific Quality Strategies • Moderation • Team assessments • Mentors • Checklists to review tools • Resource development • Tool selection and development protocols • Surveys, focus groups, interviews • Evaluations for bias, validity, reliability • Internal and external audits • Longitudinal studies on candidate academic success

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