Bibliography

• Introduction and ackowledgments
• PLAR policy
• Implementation of PLAR in formal education
• General
• Post-secondary Education
• Secondary Schools
• Distance Learning
• Second Language, Basic Education, and Literacy Programs
• Methods of Assessment
• Portfolio (portfolio courses; handbooks; practice)
• Challenge process
• General/other
• Surveys of PLAR Users
• Assessor and Facilitator Training
• Financing, Promotion, and Marketing
• PLAR and work
• PLAR and the military
• PLAR and questions of diversity
• Theories and analysis of PLAR
• PLAR literature for learners
• PLAR bibliographies
• Publications en Français

Burnie, Brian, Maureen Hynes, and Gail Carrozzino. (1994) Getting the Credit You Deserve: Portfolio Development Course for ESL Speakers. Toronto: George Brown College, School of Labour; Metro Labour Education Centre. 

See abstract under 2.5 (Implementation of PLAR in Formal Education/Second Language, Basic Education, and Literacy Programs).

Burnie, Brian, Maureen Hynes, and Gail Carrozzino. (1994) Portfolio Development Course for Second Language Speakers in Declining Industries: PLA Pilot Project Report. Toronto: George Brown College, School of Labour; Metro Labour Education Centre. 

See abstract under 2.5 (Implementation of PLAR in Formal Education/Second Language, Basic Education, and Literacy Programs).

Central Region PLA Pilot Project Team, Ontario. (No date) Principles, Methods, and Resources for Teaching and Facilitating the Portfolio Development Course. Course Outline and Facilitator's Manual. Toronto: Pilot Project for the Ontario Ministry of Education and Training.

Manual includes materials on introduction to portfolios, components of a portfolio, practice in key portfolio components, integrating adult learning principles to support the adult learner through the phases of the portfolio course, facilitator qualities, portfolio development course outline, role of portfolio course facilitator.

Central Region PLA Pilot Project Team, Ontario. (No date) Principles, Methods, and Resources for Teaching and Facilitating the Portfolio Development Course. Resources Manual: Course Outlines, Teachers Guides, Student Guides. Toronto: Pilot Project for the Ontario Ministry of Education and Training.

Central Region PLA Pilot Project Team, Ontario. (No date) Principles, Methods, and Resources for Teaching and Facilitating the Portfolio Development Course. Resource Manual: Sample Portfolios. 

Confederation College. (1993) Student Handbook for GS 242: Portfolio Development for College Credit for Prior Learning. Thunder Bay, Ont.: Confederation College.

See abstract under 2.2.2 (Implementation of PLAR in Formal Education/Post-secondary Education/Community Colleges).

Government of Ontario. Ministry of Colleges and Universities, Loyalist College of Applied Arts and Technology, General Arts and Science, and Prison for Women. (1993) Prior Learning Assessment Three-phased Pilot Project, Final Report: Needs Assessment, Participatory Evaluation and Research Evaluator Training. Toronto, Belleville, and Kingston, Ont.: Loyalist College; Ministry of Colleges and Universities; Prison for Women.

See abstract under 2.2.2 (Implementation of PLAR in Formal Education/Post-secondary Education/Community Colleges).

Loyalist College, Academic Resources. (June 1995) Portfolio-Assisted Prior Learning Assessment: Portfolio Development: A Learner's Guide. Course materials for the course, Portfolio-Assisted PLA Portfolio Development Course. Belleville, Ont.: Loyalist College.

Sections include: Portfolio development process; the chronological record; the life history paper; the goals paper and educational planning; core of the portfolio -- the narrative of competencies; documentation; assembling the portfolio; evaluation of the portfolio.

Mandell, Alan, and Elana Michelson. (1990) Portfolio Development and Adult Learning: Purposes and Strategies. Chicago: Council for Adult and Experiential Learning.

This book explores the eight approaches to portfolio development courses most typically used at colleges and universities, providing examples of each through a closer examination of prior learning assessment programs offered at 11 institutions of higher learning. ISBN: 07872-33609.

Mark, Michael, and Betty Menson. (1982) "Using David Kolb's Experiential Learning Theory in Portfolio Development Courses." Building on Experiences in Adult Development. Ed. Betty Menson. San Francisco: Jossey-Bass.

Parsons, N., D. Blower, and S. Bates. (October 1998) Career Portfolio Development Course. Winnipeg: Red River College.

Prior Learning Assessment: Live and Learn -- A Distance Learning Portfolio Development Course. (1994) Videorecording produced by TV Ontario, Seneca College and Mohawk College.

Romine, Patrick. (1994) Using the Portfolio in Graduate Counseling Programs. [On-line] Available http://www.intered.com/romine.htm [November 08, 1999]

The Portfolio serves both as a review of student progress and as part of the retention  process which, in addition to examining students' academic achievement, monitors their professional and personal development across the curriculum. Each of the three Portfolio assessments provides students with counseling products which comprise a summary of their achievements in the form of papers, case notes, counseling plans, evaluations, client reports, and videotaped counseling sessions. These outcomes are used to track student development, demonstrate skills to supervisors, and to apply for internships and employment. 

Stevens, Mary A. (June 1977) Developing Learning Objectives for a Model Course to Prepare Adults for the Assessment of Prior, Non-Sponsored Learning by Portfolio Evaluation. Ed.D. Practicum, Nova University.

48 pages. Document Type: research report. A study was conducted in order to develop a systematic method for the evaluation of students' prior, non-sponsored learning for the award of college credit at Blackhawk College (Illinois). It was determined that a course designed to prepare the student for assessment of prior learning was the best way for the institution to provide assistance to the student in developing a portfolio for evaluation. A survey of institutions offering similar courses elsewhere was made and pertinent literature was reviewed in order to identify appropriate means and objectives for an assessment preparation course. Summaries of the specific types of learning usually included in such courses were then prepared, organized by means of Bloom's Taxonomy, and were translated into learning objectives for both the affective and cognitive domain. It was recommended that Blackhawk College implement the proposed assessment preparation course using the objectives delineated in this study. Descriptors: Adult Students; Affective Objectives; Behavioural Objectives; Cognitive Objectives; Community Colleges; Course Objectives; Courses; Evaluation Needs; Experiential Learning; Learning Experience; Prior Learning; Student Evaluation; Student Experience; Two Year Colleges.

White, Donna. (1995) Building on Experience: A Course in Recognition of Prior Learning. A Guide for Teachers and Tutors. Melbourne, Austral.: Adult, Community, and Further Education Board.

112 pages. Document Type: teaching guide. Target Audience: Teachers; Practitioners. This course is designed to assist adults in documenting their prior experience, gaining an understanding of the policy and practices of recognition of prior learning (RPL), and then applying for RPL in either further education or employment. The 30-hour course is designed to be delivered over a series of weeks to allow time for students to reflect on their experiences, collect information from many sources, and process the information into career and study plans. Introductory materials include course aims and information on structuring and accrediting the course. Tutor notes address targeted learners, using the group process, required experience, and use of session plans. Detailed session notes are provided for 10 3-hour sessions. Components of the notes are as follows: the topic, session aim, competencies, outline of session with recommended time allotment, resource list, detailed tutor notes (lesson plans), learning activities, student handouts, and assessment tasks. Session topics include the following: building the group; identifying life values; a good experience; learning from experience; profiling skills; career planning; planning training needs; matching skills and competencies; applying for RPL; and RPL interview. Appendixes include a list of course competencies; assessment tasks, and a tutor checklist. Descriptors: Adult Education; Adults; Certification; College Credits; Experiential Learning; Foreign Countries; Instructional Materials; Learning Activities; Lesson Plans; Nontraditional Students; Prior Learning; Profiles; Teaching Guides; Work Experience. Identifiers: Australia (Victoria). ISBN: 0-7306-7475-4

Wong A. T. (1995). Portfolio development as a tool for language and career development among immigrant professionals. [On-line] Available http://www.globalx.net/hrd/ftp/atwong/ [November 08, 1999]