Prepared for Alberta Council on Admissions and Transfer Alberta Learning 11 th Floor, Commerce Place Street Edmonton, Alberta T5J 4L5

Transcription

1 Best Practices in Prior Learning Assessment and Recognition (PLAR) Handbook A Documentation of Best Practices in Prior Learning Assessment and Recognition Prepared for Alberta Council on Admissions and Transfer Alberta Learning 11 th Floor, Commerce Place Street Edmonton, Alberta T5J 4L5 Prepared by: Barrington Research Group, Inc. 420, 1000 Centre Street North Calgary, AB T2E 7W6 Telephone: Fax: Contact: Connie Harrison, Director Alberta Council on Admissions and Transfer Alberta Learning 11 th Floor, Commerce Place Street Edmonton, Alberta T5J 4L5 May 11, 2005

2 Acknowledgements This project would not have been possible without the help of many individuals, whose contributions we would like to acknowledge. First, thanks to the PLAR practitioners who took the time to willingly share their perspectives on PLAR through telephone interviews and provide samples of their processes and procedures. Second, thanks to the students, who were willing to share their life and school experiences through the telephone survey. Finally, thanks to the staff at Barrington Research Group for collecting the information and putting this handbook together: Colleen McCracken, MEDes Heather Boland Associate Researcher Office Manager Gail V. Barrington, PhD, CMC President and Project Manager Barrington Research Group, Inc. Page i

3 Table of Contents Acknowledgements... i Table of Contents... ii Background To The Project Best Practices Study Recommendations for PLAR in Alberta...2 Provincial PLAR Recommendations...2 Institutional Recommendations...2 PLAR Process Recommendations Glossary of Terms Related to PLAR Summary of Best Practices Study Findings Learners Frequently Asked Questions PLAR in Practice Examples of PLAR Program Information Examples of Portfolio Requirements Examples of PLAR Processes and Forms Examples of PLAR Policies and Procedures Examples of PLAR-Related News Clippings Examples of PLAR Definitions Sample References and Databases for PLAR Sample Web Resources for PLAR List of PLAR Contacts in Alberta...84 Barrington Research Group, Inc. Page ii

4 Background To The Project Prior Learning Assessment and Recognition (PLAR) is a process in which individuals compare their learning against outcomes and standards required by a course or program. Adult learners are entering and re-entering post-secondary institutions at an increasing rate in Alberta. These adult learners bring with them a diverse range of backgrounds and experiences. As colleges explore ways to improve access, participation, and flexibility for adult learners, prior learning and recognition (PLAR) is one strategy considered essential to assist this growing population. 1 Alberta Advanced Education and the Alberta Council on Admissions and Transfer (ACAT) required that information on PLAR at Alberta post-secondary institutions be collected and summarized in order to inform policy development in this area. While the Alberta government does not yet have an official policy on the Recognition of Prior Learning, lifelong learning is addressed in the Campus Alberta Policy Framework and the recognition of prior learning is an integral component of this philosophy. There are already a number of ways that Alberta Advanced Education encourages PLAR, such as through ACAT, Alberta Apprenticeship, the International Qualifications Assessment Services (IQAS), and the inclusion of portfolio development in the high school curriculum. It follows that Alberta Advanced Education needs to develop a coordinated prior learning assessment strategy based on current best practice. The primary objective of this research study, conducted by Barrington Research Group, Inc. (BRG), is to document best practices among Alberta s post-secondary institutions regarding prior learning assessment in order to inform policy development in this area. The following compilation of material includes the following sections: 1. Best Practices Study Recommendations for PLAR in Alberta 2. Glossary of Terms Related to PLAR 3. Summary of Best Practices Study Findings 4. Learners Frequently Asked Questions 5. PLAR in Practice 6. Sample References and Databases for PLAR 7. Sample Web Resources for PLAR 8. List of PLAR Contacts in Alberta 1 (Grant MacEwan, 1999). Barrington Research Group, Inc. Page 1

5 1. Best Practices Study Recommendations for PLAR in Alberta The concept of best practices captures the hope that systematic comparative evaluation of different programs, or program components, will yield conclusions about which are most effective and therefore are best. Although the idea is attractive, substantial difficulties exist in identifying a practice as best. Comparisons can be difficult when programs have different goals, serve different populations with varying degrees of need and include different elements in implementations. It is important to be quite specific in asserting a best practice best for whom, under what conditions, for what purpose, in what context, with what evidence, using what criteria, and compared to what alternatives? 2 The recommendations presented below for best practices of PLAR are broad based and can be applied to a variety of settings. These recommendations lay the foundation for developing, and strengthening PLAR in Alberta. They are based on a brief literature review and on the opinions of practitioners and students involved with PLAR who were interviewed for this study. Provincial PLAR Recommendations Build greater PLAR capacity within post secondary institutions in order to maximize the impact of PLAR within the education system. Ensure cost effective delivery of PLAR. Increase financial commitment to PLAR. Initiate and support a provincial PLAR network or working group to create a forum for sharing ideas and conducting research. Institutional Recommendations Ensure that the institution has a PLAR champion/ champions on staff who will take the PLAR policy statements and put them into action. Actively market and promote PLAR within the organization to ensure staff and management have a clear and consistent understanding, and support the service. Incorporate PLAR into implementation planning. Evaluate the efficiency and effectiveness of PLAR processes within organization. Collaborate with other post secondary institutions, communities and industries in Alberta to develop clear definitions, standards and assessment practices for PLAR. Move to outcome-based curriculum planning. The outcomes approach shifts the focus from what the faculty will teach 3 to what the student will learn. Outcomes are useful tools to demonstrate learning and to articulate transfer credits between institutions. 2 Matthison, Sandra (editor) (2004).Encyclopedia of Evaluation. California: Sage Publications, pp Grant MacEwan Community College (1999) Prior Learning Assessment and Recognition Discussion Paper. Edmonton, Alberta Barrington Research Group, Inc. Page 2

6 Assure and enhance quality and standards by developing policies and procedures that are explicit, fair and applied consistently. Policies and procedures should demonstrate that the institution exercises its responsibility for the academic standards of all awards granted in its name. Develop an integrated PLAR process among staff functions (advisors assessors, administrators), and the candidate, to provide an effective and efficient PLAR system. Increase professional development opportunities by providing access to courses and conferences; promoting opportunities for interaction with and among PLAR practitioners; and by committing funds. There is an abundance of knowledge and experience in this field. PLAR Process Recommendations Provide full and clear information on the PLAR standards and requirements to prospective candidates. Implement standards and requirements that are transparent and based on knowledge and skills needed to demonstrate that the learner has achieved the course outcomes. Give credit for learning, not just for experience. Clarify the difference between the two concepts and ensure that assessors understand the distinction. Use assessment tools that are based on criteria relevant to course outcomes that are valid, reliable and fair. Ensure that the content experts in the field of study conduct the PLAR assessment process. Ensure that guidelines for assessments are clear, consistent and evidence-based but allow some flexibility to meet the specific needs of both the candidate and the discipline. Reduce barriers which act as impediments to the fair assessment of applicants, for example: Language and format of challenge examinations should be accessible, fair and culturally sensitive; Language used in examinations should not be more complex than the language required to practice the profession. Provide assessment processes that are accessible and realistic and that do not impose an unreasonable financial burden on applicants Provide clear reasons for unsuccessful assessments of prior learning and include a clear explanation as to how the individual's qualifications were assessed. Provide unsuccessful applicants the right to appeal. Appeals should be not be heard by persons involved in the original decision. Provide learners with information on ways to bridge the gaps between the skills and knowledge they have and what is required. Barrington Research Group, Inc. Page 3

7 2. Glossary of Terms Related to PLAR The Alberta Council on Admissions and Transfer (ACAT) - ACAT operates with the support of the Minister of Advanced Education and Alberta s post-secondary Institutions to serve as a body through which post-secondary institutions work in a co-operative manner to ensure effective transferability. Basic to the work of Council is the principle that a student should not be required to repeat previous learning experiences in which competence has been demonstrated, nor be granted more transfer credit than previous learning experiences would warrant for successful completion of the program. 4 Alberta Learning Information Service (ALIS) - ALIS is an on-line service providing information about career, learning and employment information in Alberta. The Learning section of ALIS includes a link to the Online Alberta Transfer Guide and is located at The Alberta Transfer Guide The Guide lists negotiated transfer agreements of the 37 post-secondary institutions, together with institutional admission policies respecting transfer students. The Guide is published by ACAT annually and is made available on the Internet through the Online Alberta information system at http//: ACAT Advisory Committee on PLAR This is an ACAT steering committee formed to direct and oversee research and development in the area of Prior Learning and Assessment in Alberta. Articulation - The system used by institutions to compare courses for equivalency. Articulation Agreement - A formal agreement between two or more institutions recognizing equivalency of at least one course taught at each institution. Assessment Options 5 - Depending on the field, or assessor's preferences, there are a number of ways a candidate can substantiate learning. These are defined below. Portfolio Development is the process of collecting, substantiating, and organizing documented evidence to support a candidate's claim for PLAR credit or recognition. Oral Questioning refers to a structured interview between an assessor and a candidate that is intended to permit the assessor to probe the depth and breadth of candidate learning and to give the candidate the opportunity to provide supplementary evidence to support his/her credit claim. Challenge Exam is intended for students who wish to claim credit for a course that they have not completed. Challenge exams may either be directly linked to specific course content or to a set of generic outcomes. 6 Case Study is a tool that permits a candidate to demonstrate or apply a skill set to a set of circumstances. For example, for a Nursing Student assessment, the candidate might be given a case study that describes a very complex situation in a clinical setting; the candidate, either in writing or as an oral presentation, would then analyze the situation or suggest an action plan. 4 Alberta Council on Admissions and Transfer (June 2004) Twenty-ninth Annual Report April 2003 to March 31st Thomspon Rivers University, Kamloops British Columbia (formerly Open Learning Agency of British Columbia) 6 IBID. Barrington Research Group, Inc. Page 4

8 Assignments are often used to remedy minor learning deficiencies. For example, a candidate may be asked to justify actions and summarize findings in a report that may be presented in writing or during an interview. Demonstrations are short, comprehensive, observed presentations of specific skills that are deemed critical for professional competence. Simulations are an attempt to replicate workplace conditions in order that a candidate may demonstrate his/her competence in a range of critical skills. Course Challenge - There are a few ways to challenge a course. Depending upon the institution that will grant you credit, you may be able to write a challenge exam or demonstrate your skill/ knowledge/ ability in some other way, such as completing a project. Best Practices - The concept of best practices captures the hope that systematic comparative evaluation of different programs, or program components, will yield conclusions about which are most effective and therefore are best. Although the idea is attractive, substantial difficulties exist in identifying a practice as best. Comparisons can be difficult when programs have different goals, serve different populations with varying degrees of need and include different elements in implementations. It is important to be quite specific in asserting a best practice best for whom, under what conditions, for what purpose, in what context, with what evidence, using what criteria, and compared to what alternatives? 7 Canadian Association for Prior Learning Assessment (CAPLA) - CAPLA is a national organization dedicated to the recognition of prior learning (RPL). CAPLA has developed considerable expertise in a wide range of areas connected to PLAR. Its network of practitioners, advisors and assessors can be found in communities of every province and territory in Canada. Recently, CAPLA has been working on an 'Online Community of Practice' model. The Office of Learning Technologies at HRDC supported the developmental phase of a community-learning network. As a virtual community for outreach, skill development, knowledge building, mutual support, research and advocacy, it would be a clearinghouse for vital information about PLAR services and practices. Its audiences would include those who need PLAR services as well as those who develop, provide, regulate and research them. 8 For more information, see The Council for Adult and Experiential Learning (CAEL) - CAEL is a national non-profit organization, which creates and manages effective learning strategies for working adults through partnerships with employers, higher education, government and labour. CAEL offers an online PLAR Certificate Program. For more information, see CAEL.org. Credit - Refers to the value that an institution attaches to a formal course of instruction. At many institutions a "credit" is equivalent to approximately thirty hours of classroom instruction. Credit value, however, is not necessarily standardized across all institutions. For example a three-credit course at one institution may be equivalent to only one-and-ahalf credits at another institution. Credit for Learning by Experience - Alternate name for Prior Learning Credit. 7 Matthison, Sandra (editor) (2004).Encyclopedia of Evaluation. California: Sage Publications, pp Retrieved March 17, 2005 from Barrington Research Group, Inc. Page 5

9 Evidence 9 - The array of evidence used to prove prior learning - in the form of written documents, work samples, or demonstrations - that are used to substantiate his or her PLAR credit claims. The two main categories of evidence are: Direct Evidence - What the candidate says about himself or herself; Indirect Evidence - What others say about the candidate? Evidence may also be collected through: Performance or a demonstration (or a video of a demonstration) or a simulation; Supplementary or additional testing or interviewing to determine the depth and breadth of learning; Written documentation such as a letter of reference or job performance evaluation. Prior achievements such as a certificate indicating completion of a program, course, or seminar. Each institution or accrediting body will clearly articulate the strongest types of evidence for substantiating specific learning outcomes. ecampusalberta - ecampusalberta (formerly elearnalberta, and known before that as the Alberta Online Learning Association) is a consortium of colleges and technical institutes established to facilitate increased access to high quality, online learning opportunities. The mandate of ecampusalberta is to provide learner access to online courses and courseware, and offer seamless transferability for a student. 10 Employability Skill Profile - Is a document created by the Conference Board of Canada that describes the set of skills deemed critical for every member of the Canadian work force and includes academic, personal management, and teamwork skills. Experiential Learning Another name for PLAR. This term refers to learning that has been acquired as a result of practical experience rather than through formal education. Goals or Goals Statement - One of the components of a portfolio, the Goals Statement is designed to help a PLAR candidate clarify his or her short- and long-term personal, educational, and/or career goals. In addition, it can provide assessors with useful background information about the candidate. This is particularly important when the candidate is being assessed at a distance and is unable to meet face-to-face with his or her assessor. 11 KSAV - Refers to the Knowledge, Skills, Abilities, and Values required in a particular field of practice, in a profession, or in an academic discipline. Knowledge, Skills, and Abilities are measurable whereas Values are subjective. 12 Learning Outcome - In PLAR, a learning outcome is a statement of measurable learning that describes what a candidate should know and/or be able to do as a result of formal or informal learning. 9 Thomspon Rivers University, Kamloops British Columbia (formerly Open Learning Agency of British Columbia) 10 Alberta Council on Admissions and Transfer (June 2004)Twenty-ninth Annual Report April 2003 to March 31st ISSN Athabasca University. (No date) Services for Students, Prior Learning Assessment and Recognition. (On-line) available at 12 Thomspon Rivers University, Kamloops British Columbia (formerly Open Learning Agency of British Columbia) Barrington Research Group, Inc. Page 6

10 Letter of Verification - A formal letter prepared on letterhead that may be used to authenticate work or to verify a candidate's participation in a project. Letter of Attestation - A formal letter prepared on letterhead, from a former or current employer or supervisor that could serve as a character reference and/or to substantiate a candidate's claim of having acquired transferable skills sets. Lifelong Learning - All the learning, formal and informal, that a person accumulates during his or her life. Lifelong learning would include the vast range of a person's experience working, volunteering, taking credit and non-credit courses. Mount Royal College Prior Learning Assessment and Recognition (PLAR) Project This is a multi-year research and demonstration project at Mount Royal College that will study the impacts of a comprehensive, systematic method of PLAR to improve access to nursing education programs and rates of graduation and employment of nurses sponsored by Human Resources Development Canada. Non-Formal Learning - The skills and knowledge you have gained through learning experiences (such as industry-based training, professional development workshops, seminars, private study, and work experience). This is another way of describing PLAR. Prior Learning Assessment and Recognition (PLAR) PLAR is an assessment process and a variety of tools that assist adults in reflecting upon and articulating and demonstrating learning for the purpose of having it measured against some standard. PLAR is learning gained through experiences other than taking formal credit courses including: work, self-directed study, community work, non-credit courses, on the job training, corporate training programs or life experience. Prior Learning Assessment determines what you have learned and whether that learning equals or exceeds the knowledge, skills and competencies defined in the learning outcomes of courses offered at post-secondary institutions. 13 PLAR Personnel or Team 14 - There are three key roles in the PLAR process: the candidate, the advisor, and the assessor: PLAR Candidate - An individual who has decided to earn formal recognition of life-long learning by completing a PLAR process established by an institution or accrediting body. PLAR Advisor - The specialist who is responsible for facilitating candidates through the process. Generally, the advisor plays no part in assessment. PLAR Assessor - The specialist who is responsible for assessing candidate s learning. In most cases, the assessor is a faculty member who is a specialist in the content area, knows the programs and course content, and has been trained in the principles and practices of PLAR. In Alberta these roles may be the responsibility of one or more people depending upon the resources available and the nature of the PLAR request. 13 Retrieved March 17, 2005, From 14 Thomspon Rivers University, Kamloops British Columbia ( formerly Open Learning Agency of British Columbia ) Barrington Research Group, Inc. Page 7

11 Portfolio - The package of assembled documented evidence that supports a candidate's claim for PLAR credit or recognition. Portfolio Development Course - A course designed to assist the candidate in working step-by-step through the process of collecting, substantiating, and organizing documented evidence to support his or her claim for PLAR credit or recognition. Individual institutions have the discretion to designate this as a credit or non-credit course. Alberta postsecondary institutions are beginning to offer these courses. Professional and/or Vocational Chronology - A chronology is one of the possible components of a portfolio. A chronology can help the PLAR candidate recognize the progression that his or her career has taken over many years and identify the learning that has occurred as the result of specific experiences. A chronology can show how current achievements have been built on past experiences. In addition, the chronology is useful for providing assessors with personal background information. This is particularly important when the candidate is working at a distance and is unable to meet face-to-face with his or her assessor. Receiving Institution - any post-secondary institution to which students are transferring. Reflective Thought - In PLAR, "reflective thought" refers to thinking back on specific experiences and finding answers to questions such as: What did I learn? What did I learn about myself during this process? Which earlier learning experiences led me to this learning experience? How have I adapted this learning experience to related experiences? How were difficulties (if any) resolved? What evidence can I provide to substantiate my learning? Some PLAR practitioners feel that this reflective exercise is one of the most valuable outcomes of the assessment process. Residency Requirement The number of credits that must be completed at an institution in order to graduate from that program. To the PLAR candidate a 50% residency requirement would mean that half the credits for a credential could be earned as a result of PLAR, but the remaining 50% would need to be earned as a result of direct or distance instruction by faculty at the institution. Each institution sets its own residency requirement (and also sets its own policies pertaining to reducing or waiving the requirement in special circumstances). Sending Institution - Any post-secondary institution from which students are transferring. Self-Assessment Inventories - Self-administered-and-scored "quizzes" designed give the individual a rough idea of how, for example, a skills set might rank in relation to the skills of the population-at-large. Self-Directed Portfolio Development Manual - A manual designed to take the PLAR candidate through the steps of collecting, substantiating, and organizing documented evidence to support his or her claim for PLA credit or recognition. Skill Set - This is a term used to identify a grouping of complementary skills. For example, the basic skill set for a secretary might include: accurate keyboarding, word processing, formatting and editing expertise, complemented by good knowledge of English grammar and spelling. Barrington Research Group, Inc. Page 8

12 Technical Requirements 15 - Refer to a set of evaluation criteria that can be attached to direct and indirect evidence. These include: AUTHENTICITY asks if the candidate can prove conclusive ownership of the submitted evidence. SUFFICIENCY asks if there is enough evidence to prove conclusively that the skill or knowledge claimed can be transferred from one context to another. CURRENCY asks if the evidence represents current professional/ vocational levels of competency. RELIABILITY asks if the measurement criteria are sufficiently unambiguous to ensure that subsequent assessments of the same evidence would produce similar credit recommendations. Top Up - Some institutions and accrediting bodies permit candidates to remedy minor deficiencies in their knowledge, skills, or abilities by entering into a formal written learning contract with an Assessor. This contract is sometimes referred to as a "top-up agreement" and outlines the specific learning deficiencies and the method and date of the reassessment. Transfer Agreement - An agreement between two institutions (a sender and a receiver) that specifies how the sending institution's course or program will be accepted for credit at the receiving institution. Transcript - The formal record of student achievement issued from the Registrars Office of the institution the student attended. Transfer Credit - Student transfer involves the portability of educational credit among postsecondary institutions. Based on successful completion of studies at an Alberta postsecondary institution, students receive transfer credit, where appropriate, upon admission to an educational program in another Alberta post-secondary institution. (See the Alberta Transfer Guide below.) Transferable Skills / Employability Skills Are a unique set of transferable essential skills, similar to those outlined by the Conference Board of Canada, 1992; in a brochure entitled Employability Skills Profile: What Are Employers Looking For? The critical skills include: Personal management skills Positive attitudes and behaviors Responsibility Adaptability Teamwork skills Work with others Academic skills Communicate Think Learn 15 Thomspon Rivers University, Kamloops British Columbia (formerly Open Learning Agency of British Columbia) Barrington Research Group, Inc. Page 9

13 Work Samples - Refers to samples of work that a candidate has created in the workplace. Before submitting work samples as evidence of learning candidates must: Ensure that they have written permission from their employer to use a particular work sample; and, Provide a letter of verification from their employer or supervisor authenticating the originality of the work. Barrington Research Group, Inc. Page 10

14 3. Summary of Best Practices Study Findings What is PLAR? PLAR is an assessment process that assists adults in reflecting upon, articulating, and demonstrating learning for the purpose of having it measured against some standard. PLAR is learning gained through experiences other than taking formal credit courses including: work, self-directed study, community work, non-credit courses, on the job training, corporate training programs or life experience. Prior Learning Assessment determines what you have learned and whether that learning equals or exceeds the knowledge, skills and competencies defined in the learning outcomes of courses offered at post-secondary institutions 16. What are the objectives of PLAR? The objectives of PLAR have been well delineated by Grant MacEwan College 17, and are listed below. Objective Definition Increase access Increase participation Promote lifelong learning Broaden the range of learners by attracting individuals from the workplace who wish to enter post-secondary institution for the first time. Attract learners who may not have otherwise entered post-secondary institution. The motivation by adult learners to return to educational institutions may increase as life and work experiences are validated. Recognize the value of learning occurring outside the classroom. PLAR supports learners and organizations in the lifelong learning process. Develop partnerships with the community Develop consistency in the PLAR process and methods across college programs Develop partnerships with the community and PLAR serves to further facilitate this by recognizing the value of the organization s training/educational programs. These types of partnerships provide access to adult learners who require post-secondary education to be competitive in today s workforce. Ensure credibility by providing a consistent approach to internal and external stakeholders. This will facilitate the efficiency of faculty to apply the scores consistently and equitably to any program. Is PLAR Valuable? In discussions with practitioners working in this area, it is clear that PLAR is considered by all to be a valuable service. PLAR is truly a learner-centered approach to education. PLAR policies have been written and approved, or are under review, by the governing councils of many of the post-secondary institutions in Alberta. Based on a review of these policies, in theory, adult learners are able to request and receive a PLAR for prior learning in most institutions and programs. In reality, implementation of PLAR is not standardized 16 Retrieved March 17,2005, From 17 Grant MacEwan Community College, 1999: The Prior Learning Assessment and Recognition Discussion Paper, Unpublished. Page 6 Barrington Research Group, Inc. Page 11

15 within and among institutions. Some management and staff are resistant to the notion of PLAR, or have other priorities that have taken precedence. In addition, not all institutions or departments, have the capacity to conduct PLAR at this point in time nor would they be able to provide service if the demand increased. There is concern among the smaller colleges interviewed for this study, regarding the amount of time and manpower required to complete the PLAR process. The larger institutions do not share this concern. How do students learn about PLAR information? The most common way that students learn about PLAR is through the college and university calendars and websites, and through word of mouth from other students. Clear, concise information is available on post-secondary institution websites. Samples of this information are provided in this document. New students are invited to initial interviews in some programs at post secondary institutions. The registrars or faculty advisors whom they meet can play a major role in providing information about PLAR. This initial point of contact with the student was described as the ideal time to provide information. Faculty advisors, who know course or program content area and the type of work experience that students might bring to the table, were described as the best conduit of PLAR options. More learners are becoming aware of options such as PLAR and are actively seeking out information. An increasing trend in post-secondary education is that students are shopping around for the best deal when it comes to making decisions about their education. Distance education has also created new options. PLAR is a factor that can attract students to one institution over another, or to one department over another. Practitioners suggested that there should be a variety of methods to inform students about PLAR and that it is important to ensure that the information is accessible and up to date. Which programs or faculties have PLAR components? Post-secondary institutions offer a wide range of opportunities for adult learners to access PLAR. Career-based programs with strong connections to the field were described as the most appropriate for PLAR. PLAR was described as available in certificate/ diploma courses in areas such as Business Office Technician, Legal Assistant, Social work, Rehabilitation, Teacher Assistant, Early Childhood, Hospitality, Unit Clerk, Virtual Office. On the other hand, Liberal Arts programs were seen as problematic for crediting prior learning experiences. Athabasca University has been actively working to reduce the barriers to offering PLAR in these types of programs. What percent of learners receive PLAR-related credits? The percentage of students receiving PLAR-related credits is small in most of the Alberta post-secondary institutions. In the smaller colleges, the percentage is 1-2% and in the larger colleges, the estimated number is slightly higher at up to 5%. Out of 32,000 students at Athabasca University last year, for example, there were just under 200 students receiving PLAR. PLAR and transfer credits are often combined and can be difficult to separate. Most practitioners interviewed felt that requests for PLAR had increased in the last five years and they expected that requests would continue to increase in the future. Practitioners suggested that institutions should collect and monitor statistics about PLAR credits awarded for planning purposes. Barrington Research Group, Inc. Page 12

16 What is the policy regarding PLAR transfer credits from other institutions? There are no special policies in Alberta regarding PLAR transfer credits beyond general ACAT guidelines. Institutions do their best to accommodate learners, but it will be important to develop provincial standards, guidelines, and clear processes for PLAR so that the system is coordinated and PLAR credits can be transferable to and from institutions in Alberta. Practitioners recommended that a system similar to the ACAT transfer credit system be developed for PLAR credits. How are PLAR course credits awarded? Most credits are awarded on a course-by-course basis, even for practicum courses. Blocks of credits are awarded in a few cases. Who qualifies for PLAR? All applicants who have been accepted to a post-secondary institution, who have registered and who fulfill the residency requirements (if required), qualify for PLAR. What kind of grade is awarded? Success in prior learning assessment is usually awarded with a grade of P. If the student is unsuccessful, a grade of F is assigned. A numerical mark is not generally given and the mark is not used to calculate the grade-point average. Is there a cost involved? There is a fee for PLAR services. Generally the cost is 50% of the regular course tuition fee. It is not refundable. A general application fee, and if appropriate, a transcript evaluation fee, are also charged. If the assessment is successful, there are no additional tuition costs. If the assessment is unsuccessful, regular tuition charges are applied, which means the student must pay the full course tuition plus the cost of the nonrefundable PLAR fee. Fees vary across the institutions. Please consult the individual institutions websites for more information. Students interviewed commented on the financial strain of the fees required, especially when a number of PLAR and transfer credits were involved. Practitioners and students recommended that the PLAR fee structure be reviewed. Do institutions limit the number of PLAR credits awarded in any way? Most institutions have some limitation to the number of PLAR credits that can be awarded. They do this by either limiting the number of PLAR credits a student can obtain in specific programs, or by limiting the availability of PLAR. In addition, not all institutions have extensive capacity to conduct PLAR. Some post-secondary institutions offer only one or two PLAR services, such as challenge tests in areas of computer skills and business writing, or credit hours toward practicums. The other way that PLAR credits are limited is through a residency requirement. Most institutions prefer students to take a certain proportion of their training on site. This varies from 25 to 50%. What constraints exist for PLAR? Conducting PLAR involves time and resources. Some assessment processes, such as challenge exams, clinical demonstrations, and credit for practicum courses, are straightforward, while other areas, such as assessing portfolios and Liberal Arts courses, are less clear and take longer to complete. It can be intensive work for both the assessor and the student to organize and collect the information; to contact the necessary employers and faculty; and to assess and report results. A larger volume of PLAR requests would exacerbate these constraints. Barrington Research Group, Inc. Page 13

17 It appears that there are faculty and staff workload issues in the implementation of PLAR at the institutional level. There is a need to increase resources to both the institutions and to the students. Resources are needed for research, development, and marketing. Because of the time and work involved, some staff and students did not feel the effort required was worthwhile. As one PLAR practitioner from Athabasca noted: Unless you are looking at getting 6-9 credits, (PLAR) is not really worth it. It takes time - three months to build a portfolio and the course cost is $500. If PLAR is to become integral to postsecondary education, funds should be dedicated to the training and professional development of faculty and staff. If the task is perceived as too onerous, people will not want to support its implementation. Does PLAR make economic sense? Some strong perceptions exist in some post-secondary institutions that by providing advanced standing through PLAR, there is a reduction in the number of full time equivalency (FTE) staff because graduating students have taken fewer courses. Others argue that PLAR students fill unused seats. They argue that if learners have positive experiences, they become lifelong learners and will continue to fill seats in the future. There are polarized groups for and against allocating scarce resources in this area. In some cases, it appears that PLAR has been put aside in the struggle for scarce resources at post-secondary institutions. Is there support for PLAR? A firm commitment to the process, within post-secondary institutions is needed. In all cases, there is a need for a PLAR champion who will take the PLAR policy statements and put them into action. PLAR is not completely accepted as a credible exercise and its proponents face political and resource battles with and among institutions. Confidence in the process is needed. The general principles of good practice are that policies and procedures should be explicit and fair, and should be applied consistently. They should help an institution exercise properly its responsibility for the academic standards of all awards granted in its name 18. Ensuring PLAR assessment processes are rigorous, and providing information about the standards to organizations will assist in raising the profile of PLAR. What is a learning outcomes-based approach to curriculum development? A learning outcome is a statement of measurable learning that describes what a candidate should know and/or be able to do as a result of formal or informal learning. In PLAR, credit is not awarded for experience but for what the student learned from that experience. The standard by which learning is measured is the course and the learning outcomes. It is essential to be clear about the basis upon which credit is awarded. Without clear guidelines, what actually constitutes evidence and how that evidence is measured could be different for each person. Learning outcomes are not consistently defined within and among post-secondary institutions in Alberta. For an assessment process to be effective, between competency statements are required to identify what a student needs to know or demonstrate. The content specialist or faculty member must be part of the process of determining both the outcomes and the measures. 18 Quality Assurance Agency For Higher Education Guidelines on the Accreditation of Prior learning, 2004 (19): (page 3) Barrington Research Group, Inc. Page 14

18 What are some examples of successful PLAR projects in Alberta? Lakeland College has developed a program that can be completely credited using PLAR. In the petroleum industry, some staff has worked in the field for many years without formal recognition of their experience. The transient nature of the industry complicates the process. Industry has a need to validate experience or previous on-the-job training to assess, promote and further train their staff. Lakeland College has been working with the petroleum industry and Quick Test International to develop a system to assess competencies in the field, and to apply this knowledge to the development of the Petroleum Certificate of Training Program. Together the College and petroleum industry personnel defined the curriculum and the associated validation system. This project was developed and piloted, and within the first year, 113 individuals received certification based on work experience. An unsuccessful participant has the option of being re-tested after a year, and/or taking additional courses to upgrade where necessary. Industry funded the development of this certification program. The result is a good example of PLAR in practice, and demonstrates an excellent partnership with long term benefits to the industry, College and individual. Certificate Program for Working Paramedics at Portage College, Lac La Biche Grande Prairie Regional Emergency Medical Services (GPREMS), in partnership with Grande Prairie Regional College (GPRC), hosts a Grande Prairie based Emergency Medical Technician - Ambulance program. GPRC contracted the curriculum from Portage College in Lac La Biche, and GPREMS is providing facilities, instructions and practicum placement and coordination. GPRC made application in 2003 for one-time Access Funding to deliver the program, and to meet the growing need for training of EMS personnel in Northwestern Alberta. The course was based on a list of competencies defined by the national certification organization. To assess competencies, the call logbooks of Alberta Health were reviewed to record the kind of procedures (e.g. heart attacks) that the paramedics had handled. Prior Learning and Assessment Research Project Nursing, Faculty of Health and Community Studies Mount Royal College Prior Learning and Assessment Research Project Nursing, Faculty of Health and Community Studies Mount Royal College (MRC) is a three-year program funded by Human Resources and Skill Development Canada (HRSDC). The purpose of this project is to find a way to speed up the process for assessing and accrediting nurses by looking at prior learning and credentials because a nursing shortage was predicted. Mount Royal College is operating in partnership with several agencies including Athabasca University. Students in the program are all practical nurses. Athabasca University grants the degree and the program has clear outcomes and clear assessment methods. MRC Nursing courses are competency based, often using clinical practice demonstrations and performance as a basis for assessment. The College provides the assessment and then bridges to other courses needed to upgrade skills and obtain competencies that may be missing. However, not too many nursing students are motivated to request PLAR and appear to prefer being part of a cohort of students learning together. Canadian University College A specific example of a successful PLAR was provided by the Canadian University College. An adult learner requested a PLAR assessment on the basis of a real estate license, other community college courses, and work experience. The candidate wanted credit towards a Masters in Business Administration. The individual had clear personal goals; kept good records; provided clear documentation of previous education; and provided the number of clocked hours in different business activities. The learner required assistance in putting Barrington Research Group, Inc. Page 15

19 this information together and was successful in his assessment, receiving credit for his previous learning. Who is responsible for coordinating and administering PLAR? Practitioners recommend a decentralized process for implementing PLAR, which involves several different players: An advisor is needed initially to facilitate the flow of information and to conduct the initial screening process. This individual is typically from the Registrar s Office or the Learning Centre. The advisor then determines where to direct the PLAR request and contacts the appropriate department to identify a faculty member for the assessment. The assessor is a content expert. Each discipline has its own values and assessment tools. The content expert has an intimate knowledge of the subject, programs, courses and the types of work experience that are appropriate for PLAR. An administrative or record-keeping function is another component of the PLAR process. Someone is needed to check transcripts, work out the fine details, and submit results. In some Alberta institutions, one person fulfils all three roles. All of the personnel interviewed had many other tasks in their job descriptions in addition to PLAR. What Type of Training is available for PLAR staff? Of the practitioners interviewed, very few had received formal training in PLAR. Knowledge was gained through reading, learning on the job and through observing the evolution of PLAR processes in their institution. Several individuals had been to at least one CAPLA conference. These conferences were described as informative and invigorating. Having a network to discuss issues was considered useful, but without continued interaction with practitioners, the energy for PLAR tended to get lost as they faced their busy workloads in other areas. More courses, more conferences, and more interaction with and among PLAR practitioners were suggested. Are assessors trained? As most instructors routinely test students, challenge exams are straightforward, but for other PLAR processes, such as portfolio assessment, training and experience are required. Training is largely informal and varies across post-secondary institutions. At Athabasca University, new staff members are given some PLAR guidelines and access to an experienced mentor to help them through the process. As a PLAR assessment needs to be evidence based, assessors must understand the meaning of evidence and how it applies to a particular context. There is variability in the rigor of assessors evaluations. Finding the right balance in the assessment process takes practice and experience Athabasca University staff work in teams of three evaluators to assess one portfolio. The process must be objective and based on evidence to ensure that it has integrity. They value the use of a committee of experienced people so that issues can be debated and resolved. Are PLAR facilitators recognized or compensated for their role? Most staff involved in the coordination and administration of PLAR are not paid anything additional for their PLAR activities. Though PLAR was described as time consuming, most institutions did not perceive the process as a major job component. Typically, there are three or four periods a year when there is a flurry of PLAR activity; the rest of the time, there is very little need for this service. However, some institutions do pay faculty members for conducting assessments. Faculty members at Athabasca University are provided the equivalent of $40 dollars an hour as a Barrington Research Group, Inc. Page 16

20 token of recognition for their contribution. It can be paid as salary, as part of their professional development fund, or it go to their department. In the Rehabilitation Practitioners Program at Grant MacEwan College, assessors made a decision to neither charge for the service nor receive remuneration because of the low paying nature of the rehabilitation profession and because of the added burden the process caused the learners. There was ongoing debate about staff compensation for PLAR activities. If PLAR is considered to be part of routine activities at the institution, then compensation is not considered necessary. However, if PLAR is perceived as a special service, payment is considered appropriate and would be a Board responsibility. Barrington Research Group, Inc. Page 17

21 4. Learners Frequently Asked Questions What is PLAR? PLAR means Prior Learning Assessment Recognition. It is an assessment process that is based on experiences you have had other than formal credit courses. It can include work experience, on-the-job training, corporate training programs, self-directed study, non-credit courses, community work, and life experience. A variety of assessment tools can be used by your institution to compare this experience and learning against a standard. The assessment can determine what you have gained and whether your learning equals or exceeds the knowledge, skills and competencies required by particular courses offered at your institution. What is the difference between formal and informal learning? Formal learning is usually derived from completing a course offered by an institution such as a university or college that results in credits or a qualification. Sometimes formal learning can occur in structured training sessions in the workplace or through distance education. Informal learning, sometimes called non-formal or experiential learning, refers to knowledge and skills that you may gain in other ways, such as through community activities, work experience, cultural and artistic pursuits or self-directed learning. How does PLAR work? In a PLAR process, you work with an advisor and an assessor to: Set expectations about what PLAR can do for you and how your prior learning can be proved; Gather information on your related past experiences and accomplishments; Assess what you have learned and determine how it can be translated into accredited skills and knowledge; and Prove your learning through a variety of means including practical demonstrations, interviews, portfolio development and formal testing. How can PLAR help me as a learner? PLAR can assist you to: Identify personal strengths and goals; Prove knowledge and abilities for employment; Gain academic credits; Attain occupational licensing or certification; Identify training gaps; Shorten training time; and Save time and money Barrington Research Group, Inc. Page 18