PLA Process
for Students & Assessors
Valdosta State University
Adult Learning Consortium Workshop
Lake Blackshear
June 22-23, 2009
What is PLA?
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What is PLA?
“The assessment of learning
attained through experiences
irrespective of the time and place in
which they occurred.”
Assessing Learning, 2nd edition, (2006) By Morry Fiddler, Catherine Marienau, and Urban
Whitaker p.12.
The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.
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Assessing
Experience-Based Learning
Learning
 Focus on learning
– not just experience
 Learning based on: experience and
- academic theory
Experience
Theory
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Why do we need
PLA?
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GA-BOR Goals
 ALFI (Adult Learning Focused
Institution) is a goal of GA Board
of Regents
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Unit Goals
 From Valdosta State University’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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Adult Learning Focused Institutions
 Serve adult learners effectively:
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Outreach
Life & Career Planning
Financing
Assessment of Learning Outcomes
Teaching-Learning Process
Student Support Systems
Technology
Strategic Partnerships
Transitions
http://www.cael.org/alfi.htm
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The ALFI Toolkit
ISAS
Institutional
Self-Assessment
Survey
ALI
Adult Learner
Inventory
With these two measures we can compare
the perceptions of our institution members
with those of the adult learners in our institution
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What about
academic rigor?
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Quality Assurance

Credit only for learning, and not for experience.

Assessment based on standards for acceptable learning.

Assessment based on an understanding of learning processes.

Assessment by appropriate subject matter experts.

Credit appropriate to the academic context.

The program of study and the student’s major, i.e., core, upperdivision, or graduate, of the student determines the “academic
context.”
Adapted From: Morry Fiddler, Catherine Marieneau & Urban Whitaker. Assessing Learning: Standards,
Principles, & Procedures. Chicago: CAEL (Council for Adult and Experiential Learning), 2006.
For more information visit: The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.
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What about
Academic
Freedom?
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Decisions: Academic Freedom
 Although PLA uses a consistent format,
 Assessors establish academic legitimacy
 Academic departments and/or assessors
decide
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Courses eligible for PLA
Learning outcomes for targeted courses
Assessment protocols (rubrics)
Resubmission options
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Flexibility in Assessment
Assessment method depends on the course
Traditional
Behavioral
Theoretical
Applied
Exam e.g. Mathematics
Essay e.g. English
Portfolio e.g. Science
Performance e.g. Fine Arts
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Who are the PLA
students?
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Who are PLA students?
Did not complete college
Hit a career ceiling -want promotion
Need to retrain
Individual experience – languages,
sociology, applied sciences, fine arts
 Personal interests - perspectives
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Students Spring 2008
Student
Background
Courses Completed Through PLA
Glenn
Six years experience with Internet Service Provider
(ISP); Psychology Major
PERS 2730 Internet Technology (2)
Betty
Seven years working in group home for teenagers;
Sociology Major
(Working on two courses in Sociology)
Charles
Retired from military as noncommissioned officer,
trained others; Criminal Justice Major (Undeclared)
PERS 2160 Perspectives on Leadership (2)
Don
Twelve years in computers and networking, technical
courses, Microsoft Certification; Chemistry Major
(Plans to complete two CS courses)
George
Ten years in law enforcement, field training officer;
Criminal Justice Major
CRJU 4910 Internship (4)
Dean
Thirty years as manager, owns his own business;
Biology Major
(Working on two Perspectives courses)
Six Students with Three Having Earned Credit So Far
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Students Summer 2008
Student
Background
Courses Completed Through PLA
Mary
Five+ years clinical nursing experience, in RN to BSN
Program
NURS 3150 Prin. of Bac. Nursing Ed. (3)
NURS 3220 Community as Client (5)
NURS 4060 Advanced Health Assess. (4)
NURS 4400 Nursing Informatics (3)
Sam
Five+ years clinical nursing experience, in RN to BSN
Program
NURS 3150 Prin. of Bac. Nursing Ed. (3)
NURS 3220 Community as Client (5)
NURS 4060 Advanced Health Assess. (4)
NURS 4400 Nursing Informatics (3)
Rebecca
Five+ years clinical nursing experience, in RN to BSN
Program
NURS 3220 Community as Client (5)
NURS 4060 Advanced Health Assess. (4)
(Note: Previously earned credit for the other two
courses)
Three Students - all Earned Credit
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Students Fall 2008
Student
Background
Courses Completed Through PLA
Susan
Eighteen years experience as sign language interpreter in
public schools; Deaf Education Major
SPEC 2110 American Sign Language I (3)
SPEC 2120 American Sign Language II (3)
Melissa
One high school course and two college courses in sign
language plus volunteer experience; Deaf Education Major
SPEC 2110 American Sign Language I (3)
Jessica
Courses on sign language in high school and college and
experience in public schools; Deaf Education Major
SPEC 2110 American Sign Language I (3)
SPEC 2120 American Sign Language II (3)
Michael
Five+ years clinical nursing experience, in RN to BSN Program
(Plans to complete four Nursing courses)
Elizabeth
Five+ years clinical nursing experience, in RN to BSN Program
(Plans to complete four Nursing courses)
Crystal
Volunteer experience as sign language interpreter; Deaf
Education Major
(Working on two ASL courses)
Maria
College courses and experience in public schools as sign
language interpreter; Deaf Education Major
(Working on two ASL courses)
Lisa
Fifteen years experience in military; Criminal Justice Major
(Working on one CJ course)
Eight Students with Three Having Earned Credit So Far
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Walk in their
shoes
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Walk in their shoes

PLA students
 Have individual skills and knowledge from prior
experiences
 Need to document these to meet objective criteria
 To achieve professional goals (university credit)

Analogy: Promotion and Tenure

University faculty
 Have individual skills and knowledge from many sources
 Need to document these to meet objective criteria
 To achieve professional goals (promotion and tenure)
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P&T Activity
 Scenario: You need to document your
competencies as a PLA assessor as
part of your P&T application.
 Task: Outline your submission
 Description of competencies
 Evidence of competencies
 Significance of competencies
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P&T Activity Discussion
 How did you approach the task?
 What information would you need?
 What other information would be
useful?
 Where would you find this
information?
 Who would you go to for help?
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How did you approach the
task?
 What do I have to offer?
 What do they want to see?
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What information would you
need?
 Eligibility criteria
 Submission requirements
 Evaluation criteria
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What other information
would be useful?
 Guidelines
 Suggestions
 Examples
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Learning
Outcomes are
critical
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Learning Outcomes Are Critical
Learning outcomes:
 Define expectations for the target course
 Define areas of content (not too specific)
 Define levels of learning
 Define observable/measurable behaviors
 Must be clear and explicit
 Should include all valued components
(including process skills)
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Distinguish between…
 Learning activities – experiences that
led to learning
 Learning outcomes – what someone
knows and is able to do
 Evidence of learning – tangible
products that document learning
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In addition …
 To help ensure evidence of learning is
valid and authentic
 Focus on examples and applications
from personal experience
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Learning Outcomes Are Critical
If learning outcomes are not explicit,
students cannot be held accountable.
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What are the
Challenges for
Assessors?
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Challenges for Assessors
 Do grades have to be satisfactory for
each learning outcome?
 How do you handle gaps in learning?
 Do you allow retakes? If so, what
restrictions?
 How much support/access should you
provide the student?
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PLA Course Grades
 Remember:
 Grades are satisfactory – not target
 There is a wide range of satisfactory
learning
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Common Problems
 Common assessment problems:
Big picture synthesis is missing
Context is missing
Growth and development is missing
Significance of learning is missing
Learning is described but evidence and
justification are lacking
 Narrow focus on individual experience
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What do
assessors have
to do?
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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.
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More on Assessor Roles
 Assessor =\= Advisor
 Counselor helps align experience &
courses
 Assessor promotes growth via feedback
 Assessor =\= Tutor or Instructor
 Avoid perception of undue influence
 Avoid perception of over-coaching
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Responsibilities
 Student:
 proof of competence
 Assessor
 clear criteria
 valuation of evidence of learning
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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
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Evaluation Instrument
Mastery
Satisfactory
Unsatisfactory
Sources of Learning
Evidence of Learning
Objective 1
Objective 2
Objective 3, etc
Alignments etc
Quality of Presentation
Breadth and Depth
Organization
Writing quality, etc
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Day II
Working Session
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Stipulations
 GA-BOR promotes ALFI
 Our institutions are committed to
collaborate on a consortium approach
to PLA
 This means some consistency in
 Principles
 Policies and practices
 Delivery of services
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Many Faces of PLA
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AP
CLEP
ACE
DANTES
Challenge exams
Portfolio – offered only when other
PLA formats are unavailable
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PLA Models
 VSU has presented one model which
has been piloted
 This is only one possible model for
the consortium to consider
 Different institutions may choose
different models but they should be
mutually compatible
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Our Task
 Develop PLA course resources
 Learning outcomes
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Define scope of content
Define quality (level) of learning
Must be measurable
Should not be prescriptive
 Evaluation rubric
 Guidelines
 What is valued
 Possible forms of evidence
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Our Task continued
 Plan role of PLA within a program
 What courses within your program?
 Plan specific courses for PLA credit
 What prerequisite experience &
knowledge?
 What constitutes satisfactory?
 What resubmission policies?
 Consider academic rigor
 What can you do to make this authentic,
valid, and reliable?
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Our Goal
 Each institution should identify
 Issues to be addressed
 Questions to be answered
 Challenges to be overcome
 What practices could and should be
consistent?
 What should they look like?
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Issues to be addressed
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Questions to be answered
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Challenges to overcome
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