Presentation on theme: "Flexible Assessment, Tools and Resources for PLAR Get Ready! Go! Presenter: Deb Blower, PLAR Facilitator Red River College of Applied Arts, Science and."— Presentation transcript:
Flexible Assessment, Tools and Resources for PLAR Get Ready! Go! Presenter: Deb Blower, PLAR Facilitator Red River College of Applied Arts, Science and Technology ACAT May 2007
2 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!
3 What do we mean by PLAR at Red River College? Assessment and recognition of prior learning that is equivalent to College course/program outcomes Formal learning Assessment of educational documents Informal learning from work and life experience A variety of flexible assessment practices including portfolio/evidence collection. Non formal learning Assessment of external courses/programs from workplace, community organizations (i.e. non post-secondary institutions)
4 PLAR is a process of identifying documenting/proving assessing recognizing what a person knows and can do in relation to courses/program.
5 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
6 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, 2007 PLAR Policies, Procedures, System, Processes, Training, Professional Development
8 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?
9 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?
10 Principles of Sound Assessment Clear learning outcomes/expectations Technical 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
11 Assessment should be… Rigorous Transparent Fair Flexible
12 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
13 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
14 PLAR TEAM Learners/students Advisors Assessors PLAR Facilitator Administrators
15 PLAR Tools and Resources http://air.rrc.mb.ca
18 Stage 1: Pre-entry/ Initial Advising PLAR Brochures and Information PLAR Website (www.rrc.mb.ca)www.rrc.mb.ca PLAR Orientations Individual Advising and Resources: College PLAR Advisor Program PLAR Advisor/Faculty PLAR – Quick Reference Guide, PLAR Manual, other.
19 Stage 2: Student/Learner Profiling Program Information Course/Program Learning Outcomes Self Assessment of Learning Link to Program, Staff & Faculty PLAR Resources for Programs Portfolio development advising Professional Portfolio Courses
20 Stage 3: Gathering/Generating Evidence of Learning PLAR Application Forms PLAR Learner Resource Guides for College Courses/Programs Portfolio Development Process and Resource Package Information Support - PLAR Advisors and Faculty
21 Stage 4: Assessment of Learning PLAR Assessors Subject matter experts/faculty Training in PLAR Resources for Faculty and Staff System Implementation PLAR Results Form PLAR Credit Awards PLAR Policies and Procedures Transcripts
22 Stage 5: Credit Recognition Feedback on PLAR results How is PLAR recorded on transcripts? Successful PLAR Unsuccessful PLAR Online access to results
23 Stage 6: Post-Assessment Guidance Individual advising re: further PLAR and program completion
24 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?
25 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?
26 QUESTIONS ?? Thank you ! For further information please contact: Deb Blower, PLAR Facilitator Red River College C519 - 2055 Notre Dame Avenue Winnipeg, Manitoba R3H 0J9 Phone: 204-632-2065 Email: firstname.lastname@example.org For PLAR Resources: http://air.rrc.mb.ca