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Individualized Portfolio Assessment
- 1. Considerations for Individualized PLA PortfolioAssessments Presented by Nan Travers, Ph.D. SUNY Empire State College Prior Learning Assessment Professional Development Series
- 2. Where do wesee portfolio assessment already? • Institutional and program accreditation • Academic program reviews • Faculty tenure process • Some academic programs (e.g., teaching certification)
- 3. PLA Portfolio Assessments •Usually an option when other forms of PLA are not available • Requires the student to create a portfolio of their learning • Learning Description • Learning Goals • Documentation • Student Advisement • Portfolio Assessment
- 4. Evidence- Based Portfolio Workshop or Course Learning Essay Learning Outcomes& Competencies Supporting Documentation Portfolio Assessment for Prior Learning Evaluation Process
- 5. Common Student Assessment Issues •Reflective thinking • Engaging self-assessment • Compare learning to criteria/standards • Providing good evidence • Knowing what is college/university level learning • Articulating learning Reflect on learning Self-Assess learning Articulate learning
- 6. Common Institutional Assessment Issues Recognize learning Validate learning Credential learning •Understanding criteria/standards/learning outcomes • Knowing learning when we see it & talk about it • Knowing what is good evidence • Knowing what is college/university level learning • Understanding how learning integrates with lifelong/life-wide learning • Different models of credentials
- 7. Assessment Quality &Integrity •What are the academic structures used to ensure quality and integrity? •In what ways are the assessment processes aligned to assessment criteria?
- 8. How is college-levellearning measured? • Match to own institution’s courses/Learning Outcomes only • Match to other institutions’ courses/Learning Outcomes • Assess learning without specific course match but to outcomes or expectations Global Learning Qualifications Framework www.esc.edu/suny-real/global-learning- qualifications-framework
- 9. Written Essay • LearningDescription • Career history/resume • Student autobiographical statement • Student’s statement of goals Course/credit request • Course Descriptions • Learning Outcomes/Competencies • Course Designations Supporting documentation • Student’s Degree curriculum • Student transcripts • Copies of Licenses, Certificates, etc. • Examples of Work • Letters of Support Components of the PLA portfolio
- 10. Portfolio Evaluation Process Whatis Evaluated? • Portfolio only • Portfolio and interview • Interview only • Other- Performance, Tests, Demonstrations How many Evaluate? • Individual evaluators • Panel of evaluators Who Evaluates Learning? • Program Chairs • Faculty • Outside Experts Whose Authority awards the credits? • VP/AVP Academic Affairs • Program Chairs • Faculty Committees • Others
- 11. Evaluation Report • Whatevidence of the student’s learning does an evaluator use during the assessment process? • What is required to be submitted to the institution? • Recommendation Report, with justification • Course title, credits, and credit recommendations • How is the report used? • How does it become part of the student’s academic record?
- 12. Who are theEvaluators? Who • Internal Academic Faculty • Faculty from other institutions • External Content Experts Qualifications • Advanced degree or equivalent expertise in appropriate areas • Areas of Specialization • Understanding of curriculum and teaching experience • Currency and/or work experience in the field • Philosophy toward PLA, non-traditional modes of evaluating learning, and working with adult learners
- 13. Evaluators • How manyevaluators conduct the PLA portfolio assessment? • What percent of the following are included in your pool of evaluators? (Internal versus external evaluators) • How does your program recruit evaluators? • What qualifications do you look for in hiring evaluators?
- 14. Training • How doyou train your evaluators? • What are your most common topics for evaluator training? • How do you maintain consistency and academic quality across your across portfolio evaluations? • How do you evaluate your evaluators?
- 15. Training Topics • Introductionsto Prior Learning Assessment • Overview of whole process • Expectations for each constituent • Guiding & supporting the student • Evaluating college-level learning • Interviewing the student (if applicable) • Documenting the learning
- 16. Other Considerations • Howdo students learn about the portfolio process? • Who all is involved in the portfolio process? • Designated office • Admissions/recruiters • Faculty advisors • How do you transcribe PLA credits? • What technologies are in place to support the process?
- 17. Next steps foryour program… • What types of information and resources do you think will be the most helpful for your institution to learn more about different types of prior learning assessment? • What areas of your prior learning assessment program do you want to improve or expand? • What information on assessment strategies would be helpful to you and your faculty for evaluating collegelevel learning?
- 18. THANK YOU! Nan Travers,Ph.D. SUNY Empire State College Prior Learning Assessment Professional Development Series