Bibliography


ANNOTATED BIBLIOGRAPHY FOR PLAR



Implementation of PLAR in Formal Education
Assessor and Facilitator Training

Abbott, Lenice C. (June 1992) Prior Learning Assessment: Faculty Evaluator Training and Development. Master of Science Thesis, National-Louis University.

Central Michigan University. (February 1982) The Evaluation of Experiential Learning: Guidelines for Evaluators Concerning Student Evaluation. Mt. Pleasant, MI: Central Michigan University, Institute for Personal and Career Development. [17 pages]

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.

See abstract under 2.6.1.1 (Implementation of PLAR in Formal Education/Methods of Assessment/Portfolio/Portfolio Courses).

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

Central Region PLA Pilot Project Team, Ontario. (Fall 1993) Portfolio-Assisted Assessment of Prior Learning: Principles, Methods, and Resources. Workshop Overview. Toronto: Ontario Ministry of Education and Training.

Central Region PLA Pilot Project Team, Ontario. (October 1993) So You Have Been Asked to Assess Prior Experiential Learning. A Practitioner's Manual for the Assessment of Prior Experiential Learning: Principles, Methods and Resources. Toronto: Ontario Ministry of Education and Training.

Cohen, R., and J. McKenzie. (1995) Assessor Training for Recognition of Prior Learning. Workshop prepared for the Australian Credit Agency.

Craig, R.A. (June 1990) "Selecting and Training Faculty Assessors." In The National Institute on the Assessment of Experiential Learning: Proceedings of the 2nd Conference. Princeton, New Jersey, June 4-7. Philadelphia, PA: Council for Adult and Experiential Learning.

Davies, J. (1993) "The Comparative Cost of Assessor Training." NVQ/SVQ Focus 1(3), 24-25.

First Nations Technical Institute. (December 1995) The Assessment Process: Achieving Fair and Credible Assessment of Learners' Work. PLA Resource Manual. Facilitator of Adult Education Program, Workshop on Assessor Training, Loyalist College, Belleville, Ont.

Hall, William, and John Saunders. (1993) Getting to Grips with Assessment. Leabrook, Austral.: National Centre for Vocational Education Research.

51 pages. Document Type: teaching guide. This booklet has been written to help persons interested in assessment of education and training programs in general and competency-based vocational education programs in particular. The following topics are covered in the individual sections: the meaning of the term "assessment"; the importance of assessment; curriculum models; percentages and comparison; sites where assessment should be conducted; assessment methods; appropriate persons for conducting assessments; valid, reliable, and economical assessment; bias in assessment; steps involved in planning assessment; recognition of prior learning; and problems and pitfalls of assessment results. The final section is an annotated bibliography of 23 publications concerning assessment in competency-based vocational education programs. Descriptors: Annotated Bibliographies; Competency Based Education; Criterion Referenced Tests; Evaluation Methods; Foreign Countries; Models; Prior Learning; Program Development; Self Evaluation (Individuals); Student Evaluation; Test Bias; Testing; Testing Programs; Test Reliability; Test Use; Test Validity; Vocational Education. ISBN: 0-86397-325-4.

Harvey, L.S., and R.A. Craig. (July 1989) "Selecting and Training Faculty Assessors." In The National Institute on the Assessment of Experiential Learning: Proceedings of the 1st Conference. National Institute on the Assessment of Experiential Learning. Thomas A. Edison State Coll., Trenton, New Jersey, July 16-20. Philadelphia, PA: Council for Adult and Experiential Learning.

Hengesbach, Ted. (July 1979) Guidelines for IUSB Faculty Regarding Evaluation of Prior Learning Portfolios. Draft. South Bend: Indiana University.

8 pages. Document Type: non-classroom material. Target Audience: Practitioners. Evaluation of prior learning for college credit towards a general studies degree is discussed in this handbook for faculty evaluators. It is suggested that the major responsibility of the evaluator is to determine if prior learning is college level and how many credits should be awarded. Credit toward the general studies degree is awarded only for baccalaureate-level learning and not for strictly vocational learning. The awarding of general credit under this program often designates that the learning is college level but does not fit traditional courses. Methods used by Adelphi College to determine the number of credits to be awarded are presented as guidelines for evaluators. General credit can be awarded for either lower or upper division. A description of vocations, lower division baccalaureate/associate degree, upper division baccalaureate, and graduate level work is included. The evaluator is free to use any means appropriate to determine if the prior knowledge is the proper quality and at a certain level of achievement. The process requires that faculty include a brief description of the evaluation procedures and criteria used. A series of sample guidelines for computing transfer credits, and copies of an evaluation form and a faculty utilization request are also included. Descriptors: College Credits; College Faculty; Equivalency Tests; Evaluation Criteria; Evaluation Methods; Evaluators; Experiential Learning; External Degree Programs; General Education; Higher Education; Nontraditional Education; Nontraditional Students; Portfolios (Background Materials); Prior Learning; Special Degree Programs. Identifiers: Indiana University South Bend.

Keeton, Morris T. (Summer 1980) "Improving Accreditor's Evaluation of Experiential Learning Programs." Journal of Cooperative Education 16(3), 16-23.

Principles of good practice in assessing experiential learning include better self-evaluation of the learning outcomes of experiential components, systematic program auditing, and training of external evaluators. Descriptors: Accreditation Institutions; Cooperative Education; Experiential Learning; Program Evaluation; Self-Evaluation-Groups; Behavioural-Objectives; Educational-Assessment; Higher-Education.

Kimeldorf, Martin. (1994) A Teacher's Guide to Creating Portfolios: For Success in School, Work, and Life. Minneapolis, MN: Free Spirit Publishing.

64 pages. This is a classroom companion to Creating Portfolios: For Success in School, Work, and Life. It includes: additional background on and insight into the student exercises, a discussion of assessment issues, tips for adapting portfolios for special needs learners, a reproducible enrichment activity, a section on employability portfolios, and ideas for engaging community members in the portfolio review process.

Loyalist College and First Nations Technical Institute. (February 1994) Portfolio-Assisted Assessment of Prior Learning: Principles, Methods, and Resources. Orientation Manual for Assessors.

This manual was developed during 1992-93 as a pilot project funded by the Ministry of Education and Training as part of the province-wide PLA implementation strategy.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory and Coordinating Group. (October 1993) A Manual for Trainers of Prior Learning Assessors: Using the Portfolio Method and Challenge Processes: Part One. Toronto: Ontario Council of Regents.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory and Coordinating Group. (October 1993) A Manual for Trainers of Prior Learning Assessors: Using the Portfolio Method and Challenge Processes: Part Two. Toronto: Ontario Council of Regents.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory and Coordinating Group. (October/November 1993) Training for Assessors of Prior Learning: Samples of Academic and Administrative Resources for Implementation of Prior Learning Assessment. Toronto: Council of Regents.

Ontario Council of Regents for Colleges of Applied Arts and Technology. PLA Secretariat. (1995) A Prior Learning Assessment Training Manual: Preparing for the Task in Ontario. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology, Ministry of Education and Training. 

Handbook, 196 pages. This training manual examines important basic knowledge, skills and resources necessary for promoting good practices in prior learning assessment (PLA). College personnel and community trainers involved in the delivery of PLA assessment services or programs should find it most valuable. It is particularly designed to provide a resource to the PLA trainer who will undertake the training of others interested in providing PLA services. Training sessions include: local and central policies; extension of the principles of adult learning to PLA; learning contracts and independent study; ethical issues; overcoming barriers to access; the role of active listening; promoting the concept of PLA; conducting an orientation session; cultural diversity; and giving feedback to the PLA candidate. Descriptors: Colleges of applied arts and technology; Educational experience; Access to education; Data collection; Adult students; Evaluation.

Open Learning Agency. (1997) PLA Training Modules. Burnaby, B.C.: Open Learning Agency.

See abstract under 2.6.3 (Implementation of PLAR in Formal Education/General).

Open University. (1992) Accrediting Prior Learning: A Training Pack for Advisors and Assessors P528. Milton Keynes, U.K.: Open University.

Sansregret, Marthe. (1985) Recognition of Prior Learning. The Portfolio. Andragogical Counselor's Guide. Quebec City: Quebec Dept. of Education.

174 pages. English translation funded by the Federation des Cegeps du Quebec and the Quebec Ministere de l'Enseignement Superieur, de la Science et de la Technologie. Document Type: non-classroom material. Target Audience: Counselors; Practitioners. This guide is designed to help the counselor work with adult students who cannot attend the 45-hour course on portfolio development and must prepare a portfolio within a program of independent studies. Chapter I gives an overview of the place that andragogical counselors occupy within the academic structure, their educational background, and some basic rules regarding their role. Chapter II corresponds to chapter II of the student's guide. It gives the counselor an overview of all the steps required in the preparation of the portfolio. Examples from the student's guide are followed by notes to the counselor and a list of objectives that the students should have reached. Chapter III is a practical example of the principles described in chapter II. Two example portfolios are provided. Descriptors: Adult Education; Adult Students; College Credits; Experiential Learning; Goal Orientation; Independent Study; Material Development; Portfolios (Background Materials); Post-secondary Education; Prior Learning; Work Experience. Report No: ISBN-2-551-06552-6.

Lizotte, Louis, and Joanna Taylor. (March 1995) Prior Learning Assessment Workshop (Training Manual). Community College of Nova Scotia, March 20-22.

Vermont State College. (No date) Guidelines to be Used in Assessing Portfolios and in Awarding College Credit for Prior-Experiential Learning. Waterbury, VT: Vermont State College, Office of External Programs. [3 pages]

Vermont State College, Office of External Programs. (1990) Instructor's Manual to Aid in the Instruction of Educational Assessment and Portfolio Preparation. Waterbury, VT: Vermont State College.

Sections include: History and overview of assessment; course outline and syllabus; policies and procedures; parts of the portfolio; forms used in assessment; exercises for assessment; resources for assessment instructors; sample portfolio.

Wells, Suzanne. (1994) The PLA Challenge Process: Recognizing Student Diversity: Just the Facts, and The PLA Challenge Process Adventure Tour [Software]. Scarborough: Centennial College. [2 3.5" Windows diskettes with manual.

25 pages. This Windows-based computerized tutorial presents information about prior learning assessment using an analogy to an adventure tour. It is presented as a light approach for faculty to learn about the diverse backgrounds of students who have acquired learning through personal or professional experiences. The diversity itself offers a challenge to the evaluator. The tutorial presents concepts for consideration when assessing skills and abilities. Descriptors: Adults; Colleges of applied arts and technology; Educational experience; Access to education; Data collection; Computer software. Part of the PLA Pilot Project: Responsive PLA Challenge Processes. Issued in a folder with: "Recognizing student diversity: just the facts" and "Survey report on evaluation methods".

Willingham, W. (1977) Principles of Good Practice in Assessing Experiential Learning. Princeton, NJ: Cooperative Assessment of Prior Learning.

Wong, Angelina T. (1996) Prior Learning Assessment: A Guide for University Faculty and Administrators. Saskatoon: University of Saskatchewan, University Extension Press. 

Descriptors: Experiential learning; Advanced standing; Credits; Prior learning; Apprentissage par l'experience; Equivalence; Connaissances acquises.

Zakos, Paul. (1993) Adult Learning: Principles and Practices. A Resource Manual. Deseronto, Ont.: First Nations Technical Institute.
 

A collection of Prior Learning Assessment-related publications and resource tools.

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