EVIDENCE

Types of Evidence

There are two types of evidence: indirect and direct. Generally, direct evidence is the strongest to support PLA requests.

Examples of documents to support direct and indirect evidence are listed below. The list of work products is neither prescriptive nor exhaustive. Rather, they are suggestions to stimulate ideas. PLA applicants are advised to be selective in deciding which work products provide the best evidence of learning.

Direct Evidence
What the learner says or can demonstrate about him/herself, and products that the learner has produced.
Examples: Work samples produced in the workplace or in volunteer positions, such as: financial statements letters reports memos/emails display/presentation material checked data entered copies of source documents and instructions, including marked-up errors to be corrected, and final document produced by learner draft documents with errors marked up by applicant, and final document.	Notes: A variety of products, as opposed to many of the same, is preferable, as this helps indicate the learner’s ability to select and apply word processing features appropriately. Work samples should be dated within two years from the date of assessment, and should include supervisor’s authenticated testimony that the work is your own, and has been completed to the standards required in the workplace.
Performances, such as validated keyboarding test results
Certificates or outlines of workshops attended

Indirect Evidence
Information about the learners' achievements, prepared by another person.
Examples Letters from an employer or someone who has worked with the candidate stating how the learning outcomes were met. Performance appraisals Awards, or copies of certificates of performance, such as public speaking	Notes
Certificates/transcripts from community colleges.
Certificates from providers who have articulated course/program outcomes and assessment.
Course outlines for any non-articulated courses the learner has completed	Course outlines must include learning outcomes/objectives, how they were evaluated and course time frames.

Evidence Requirements

The faculty assessor ensures that the evidence provided by the learner:

is appropriate to the learning outcomes of the course for which credit is being claimed;
relates to actual performance that embraces knowledge and understanding;
is authentic (the result of the learner’s own performance);
is current - (the degree to which skills may have declined and the context may have changed);
is sufficient to warrant credit being awarded.

In addition, the evidence for PLA must meet the following requirements:

Validity

How well the method of assessment, or the evidence provided, relates to what is being assessed. Is there a good fit between the evidence and the learning outcome? For example: if the learning outcome is:

Select, apply and customize computer software tools such as word processing to business related tasks.

Valid evidence may be a combination or all of the following:

A narrative that describes knowledge, skills, and abilities in the area of word processing
Certification from a recognized agency
Portfolio of documentation (could include work place documentation)
Letter of validation from employer
A simulated project

Sufficiency

How much evidence is needed to determine whether an individual has the requisite knowledge and skill. In other words, what combination of evidence is enough without making the assessment too cumbersome and inefficient.

Authenticity

Whether or not the direct evidence is produced by the candidate. If produced with others there needs to be a verification of the candidate's knowledge and skills.

Currency

How recent is the evidence is and whether the learner has the requisite knowledge and skill at the time of assessment.

Reliability

Whether or not there is consistency of judgment. Would different assessors make comparable judgments, and would the same assessor make the same judgment over time?

Evidence - Guiding Principles

The principles are adapted from Susan T. Rydell, Creditable Portfolios: Dimensions in Diversity. A CAEL resource Manual. (Columbia)

Evidence must be valid. Evidence of learning must relate to or match up with the learning outcomes identified.
Learning must be sufficient. Self-assessment, direct evidence, and indirect evidence must evidence learning outcomes.
Learning must be current in that evidence should demonstrate the learning of skills, knowledge and judgements within the last 5 - 10 years depending upon the skills in question.
Questions about currency should be directed towards the PLA advisor.
The evidence must be produced by the person seeking PLA credit or be produced on behalf of the individual in order to validate the skills and knowledge of the individual.
Assessment involves expert judgement based on explicit performance criteria.

The learning must:

Have both a theoretical and an applied component;
Be of a comparable level to what is taught in the course;
Be applicable outside the specific context in which it was learned such that the person can apply the knowledge and skills in more than one setting;
Not have been previously recognized as part of the requirements for another degree or diploma; and
Be verifiable using further assessment methods if the assessor chooses to seek out more evidence.

Organizing Your Evidence

When gathering and developing evidence to support your learning, it is important to remember that it is the learning aspect of the experience that you must be able to display and demonstrate in your presentation of evidence.

Assemble the evidence in a professional manner. The overall presentation of your evidence affects the grade you receive for the course being evaluated. Watch your grammar, sentence structure, and use of punctuation. Use a word processor and adjust your left margin to allow for binding. Make sure any photocopies you use are clear and readable. Take time to proofread your material and correct errors. First impressions are important and may make a difference.

The evidence should be assembled in the following order:

The Cover Letter, which states your name, credit request and synopsis of experience.
Your chronology report which is much like an expanded resume, that sets out, either year by year or clusters of years, your professional/vocational and educational/training history. Include all your relevant unpaid and volunteer activities. Omit anything that is personal in nature.
Your educational goals document describing your personal, career, and educational goals.
Documentation that provides evidence of your knowledge and skills related to each learning outcome. The matrix will help you with this.
Label your evidence. The label should include: Your name; today's date; the name of the learning outcome for which you are requesting assessment.

Example 1

The following is a guide for summarizing evidence. This is just an example. Learners may create a format that accommodates their needs. You will find the resources related to resumes useful for writing job descriptions.

Experience	Tasks/Duties	Learning Outcomes Credit Requested	Supporting Documents
Clerk-Bookkeeper City of Terrace Address Phone 5 years	typed correspondence performed receptionist duties entered and verified data balanced books maintained payroll records created electronic forms increased typing speed to 70 wpm developed a bookkeeping and - payroll system generated reports trained personnel in computerized accounting procedures and applications	Communicate Communicate verbally, using language that is appropriate to diverse audiences Apply active listening skills in interpersonal communication and customer relations Compose messages, memos, letters and short reports; correctly applying fundamental principles of spelling, grammar and punctuation Locate, select, evaluate, organize, and summarize information; using appropriate resources Apply Technical Skills and Technology Select, apply and customize computerized accounting software to business related tasks Transfer skills and knowledge of software, technology, and business procedures from one situation to another Achieve business standards for efficiency and quality of work Apply Computational Skills Analyze and record a variety of business transactions such as petty cash, bank deposits, accounts receivable, and accounts payable Apply computational skills to business-related tasks and assess the logic of the results.	Certificate in Effective Communication Techniques from Business of the Future Institute Performance Appraisal Letter of Reference
Courses Full name of institution or training company Address	WordPerfect 6.1 30 hours - City of Terrace used proper touch typing techniques produce documents using software Microsoft Word 30 hours Northwest Community College Microsoft Excel - 30 hours Academy of Learning produce spreadsheets and incorporate graphs	Apply Technical Skills and Technology Keyboard proficiently and accurately Apply Technical Skills and Technology Select, apply and customize spreadsheet software to business related tasks Select, apply and customize computer software tools such as word processing to business related tasks. Transfer skills and knowledge of software, technology, and business procedures from one situation to another Achieve business standards for efficiency and quality of work	Certificates - City of Terrace Transcripts - Northwest Community College
Volunteer Treasurer - Girl Guides	collected dues deposited money paid bills organized fund raisers developed and maintained accounts produced reports supervised events	Analyze and record a variety of business transactions such as petty cash, bank deposits, accounts receivable, and accounts payable Apply computational skills to business-related tasks and assess the logic of the results.	Commendation Girl Guides of Canada Letter of Congratulations from the Mayor of Terrace
Licenses, Awards	Amateur Innovator of the Year - Computer Software Designers of North America	Think Critically and Creatively Evaluate situations, make informed decisions, and initiate appropriate actions	Award
Other

Example 2

The following table is an example of how learners could provide a summary of their evidence, showing its relation to the appropriate learning outcome(s). Items of evidence are cross-referenced with related learning outcomes as they are presented for each course.

This is simply a suggestion to assist clear and effective presentation of evidence, and can be adapted to meet individual needs and preferences.

(“LO1” = Learning Outcome #1 within the designated course, e.g. ABTO 103, etc.)

Item of Evidence

ABTO103

ABTO 107

ABTO 144

LO1

LO2

LO3

LO4

LO5

LO1

Sample wording:

Initial and final drafts of Memo dated (...) to the Health and Safety Committee regarding the next meeting