Flexible Assessment, Tools and Resources for PLAR

Get Ready! Go!

Presenter: Deb Blower, PLAR FacilitatorRed River College of Applied Arts, Science and Technology

ACAT May 2007

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Introduction

Principles of Sound Assessment

Forms of Evidence and Flexible Assessment

PLAR process/stages with tools and resources

Flexible Assessment, Tools and Resources for PLAR

Get Ready! Go!

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What do we mean by PLAR at Red River College?

Assessment and recognition of prior learning that is equivalent to College course/program outcomesFormal learning

Assessment of educational documents

Informal learning from work and life experienceA variety of flexible assessment practices including portfolio/evidence collection.

Non formal learningAssessment of external courses/programs from workplace, community organizations (i.e. non post-secondary institutions)

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PLAR is a process of

identifying

documenting/proving

assessing

recognizing

what a person knows and can do in relation to courses/program.

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The key focus is on what the learner knows and can do rather than where, when and how it was learned.Clear learning outcomes/competencies must be identified by those implementing PLAR to set the assessment criteria and design the assessments.It is developed and assessed by content specialists/course experts.

Key Points on PLAR

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How do we ensure good practices in PLAR?

14 National PLAR Standards (CLFDB 1997)Ten Quality Standards (CAEL 1989)National Benchmarks for PLAR Practitioners (CAPLA 2000)PLAR Practitioner DACUM (RRC) 2001, 2007PLAR Policies, Procedures, System, Processes, Training, Professional Development

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Assessment Activity

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How Will I Be Assessed?

As a learner, what questions might I have about assessment of my evidence….

Are there critical elements to prove?

Do I need to prove all learning outcomes/performance criteria?

How much evidence is enough?

Do I get a second chance?

What “level” of skill do I need to prove?

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How Will I Assess?

Does a learner need to prove all learning outcomes in a course/program?Are there critical elements all learners must prove?How much evidence must they show for each learning outcome or performance criteria?What level of learning do they need to prove for each performance criteria?Am I assessing a PLAR learner at an equivalent level of a traditional student?

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Principles of Sound Assessment

Clear learning outcomes/expectationsTechnical requirements:

Validity – Does the evidence relate to the learning outcome?Sufficiency - Is there enough evidence to provide conclusive proof?Authenticity – Did the learner/individual produce the work?Currency – Are knowledge and skills up to date?Reliability - How consistent is the assessment outcome?

Systematic process

Province of British Columbia PLA Training Modules, Ministry of Education, Skills and Training 1997

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Assessment should be…

Rigorous

Transparent

Fair

Flexible

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Forms of Evidence for PLAR

Direct Evidence – anything produced by the learner/individual

Indirect Evidence - information about the learner/individual from another source

Self-Assessment/Narrative – results of the learner/individual’s reflection on “what” they have learned and can do

Triangulation of Evidence

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Flexible Assessment Methods

Importance of self-assessment

Examples of flexible assessment:

Projects, assignments, case studies

Product assessments

Essays, reports, diaries, logs, journals

Tests/examinations (written, oral)

Role playing

Skill demonstrations/performance assessments

Interviews, oral exams, panels, oral presentations

Portfolio review/evidence collection

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PLAR TEAM

Learners/students

Advisors

Assessors

PLAR Facilitator

Administrators

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PLAR Tools and Resources

http://air.rrc.mb.ca

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http://air.rrc.mb.ca

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Let’s work through the PLAR process…..

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Stage 1: Pre-entry/ Initial Advising

PLAR Brochures and Information

PLAR Website (www.rrc.mb.ca)

PLAR Orientations

Individual Advising and Resources:

College PLAR Advisor

Program PLAR Advisor/Faculty

PLAR – Quick Reference Guide, PLAR Manual, other.

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Stage 2: Student/Learner Profiling

Program InformationCourse/Program Learning OutcomesSelf Assessment of LearningLink to Program, Staff & FacultyPLAR Resources for ProgramsPortfolio development advisingProfessional Portfolio Courses

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Stage 3: Gathering/Generating Evidence of Learning

PLAR Application FormsPLAR Learner Resource Guides for College Courses/ProgramsPortfolio Development Process and Resource Package InformationSupport - PLAR Advisors and Faculty

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Stage 4: Assessment of Learning

PLAR Assessors Subject matter experts/facultyTraining in PLARResources for Faculty and StaffSystem Implementation

PLAR Results FormPLAR Credit Awards

PLAR Policies and ProceduresTranscripts

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Stage 5: Credit Recognition

Feedback on PLAR results

How is PLAR recorded on transcripts?

Successful PLAR

Unsuccessful PLAR

Online access to results

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Stage 6: Post-Assessment Guidance

Individual advising re: further PLAR and program completion

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In Summary…Are we sure of the learner’s capability in relation to course/program?

Assessment should be rigorous and fair

Does the learner know what and how we are assessing?

Are the learning outcomes clear?

Is the criteria for assessment and expected level clear?

Is the process transparent?

Did we provide guidance and resources?

Are there other ways to prove learning?

Are there other methods that could be used?

Could we provide options?

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In Summary…

Is the system fair?

Are we biased?

Are we assessing with the same rigor and level as traditional students?

Are our expectations too high?

Did we provide a fair, transparent, valid, effective and efficient process for the learner?

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QUESTIONS ??

Thank you !

For further information please contact:Deb Blower, PLAR FacilitatorRed River College C519 - 2055 Notre Dame AvenueWinnipeg, Manitoba R3H 0J9 Phone: 204-632-2065Email: dblower@rrc.mb.ca

For PLAR Resources: http://air.rrc.mb.ca