Investigating Prior Learning Assessments in an Alternative Route Teacher Certification Program

• In Event: Issues in Preservice Teacher Education: Exploring Programmatic Policy and Pathways

Abstract

Drawing from two multi-year studies of an innovative English learner/bilingual education teacher education program at a land-grant research university, we report findings regarding one of the key components of an alternative route program for paraeducators, namely, the use of a Prior Learning Assessment (PLA). PLAs, formal essays documenting a candidate’s learning derived from work-based experiences in schools, serve as a credit-earning tool for these non-traditional students. Our findings provide preliminary evidence that the PLA is a valid way to assess prior learning for these teacher candidates as indicated by statistically significant correlations with completers’ initial teacher certification exam scores. In turn, three participant-level predictors of PLA performance—gender, ethnicity, and years working as a paraeducator—are identified.

Authors

• Lindsay K Lightner, Washington State University

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Judith A. Morrison, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Sarah Newcomer, Washington State University - Tri-Cities

• Steven Morrison, Washington State University