flexible assessment, tools and resources for plar get ready! go! presenter: deb blower, plar...
TRANSCRIPT
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: [email protected]
For PLAR Resources: http://air.rrc.mb.ca