ASSIGNMENT Demonstrate your learning by completing an activity that applies your knowledge, skills, and experience to a course-related topic. Assignments typically require you to apply, interpret, evaluate, or analyze concepts and theories while showing how your prior learning or experience meets the Course Learning Outcomes (CLOs). Depending on the course requirements, assignments may be completed in written, visual, oral, digital, or other formats and may focus on real-world, workplace, community, or discipline-specific scenarios. Examples Written submission (possibly including visual and audio components), research projects, case analysis, proposals, applied problem-solving activity, poster or pamphlet, video, structured discussion, or debate. Tips for completing an assignment Read the citation requirements for this assignment to ensure you are using the correct format, as different professors may request different styles. You can learn more about appropriate citation practices by selecting Citation & Writing - Citation Guides at Durham College. Ensure you understand the deadlines and submission expectations (e.g., email, DC Connect, etc.). EXAM A formal assessment conducted under timed conditions to evaluate your knowledge and understanding of course content. Written exams focus on knowledge of facts, figures, and other discrete information crucial to a course, but can involve engagement in higher order demonstrations of comprehension, problem-solving, analysis, synthesis, critique, and even creativity. Exams may comprise one or more question types. Some Exams may be performative, requiring you to apply skill sets to demonstrate your level of knowledge. Examples Multiple-choice, short-answer test, timed essay, open-book exam, problem-solving or calculation test, scenario-based test, theory examination, online assessment, practical written examination, or performance-based. Tips for taking an exam Read through the completion instructions carefully to confirm the exam date, time and location well in advance to prepare as needed (e.g. prepare travel to the College or proctoring requirements). Please note: You may write the test in the Test Centre at Durham College; however, if you choose to write the test remotely, a proctoring software fee may apply. Create a plan to actively study (information also available in a video format: Active Studying) rather than simply re-reading notes (e.g., quiz yourself) to support your recall of information for the test. PORTFOLIO A compilation of artifacts (or evidence), with or without self-reflective narratives, that demonstrate subject or discipline-specific knowledge and achievement of course learning outcomes, providing a comprehensive overview of your learning, work, volunteer, community, cultural, educational, or life experiences. Examples Photographs, graphic illustrations, coding logs, short stories, recipes, project plans, diagrams, communication samples, certificates or professional training records, letters of validation or references, employment letters, projects, reports, reflective writing, community leadership evidence, cultural or land-based learning documentation, teaching materials or presentations, awards, publications, or achievements, storytelling, or recorded reflections. Tips for building a Portfolio Portfolio preparation is an exercise in self-evaluation, introspection, analysis, and synthesis. It requires that you relate your past learning experiences, including your personal, cultural, educational, and employment experiences, to specific expectations outlined in the course learning outcomes in a clear, concise and organized, manner. The portfolio is a highly individualized description of your unique experiences and the learning arising from them (Thomson and Zakos, 2021). Some helpful tips include: Approach building your portfolio as you would a resume and present suitable evidence to document the learning in relation to the Course Learning Outcomes. Make it look professional and organized. A well-organized portfolio will demonstrate your knowledge and skills more effectively. Be thorough and accurate by providing the necessary background information or reflection on prior experiences and examine what you have learned related to that course’s CLOs. Avoid information that does not add to your evidence supporting CLOs unless otherwise asked to ensure conciseness of your portfolio. Read the CLOs to make sure your evidence demonstrates your knowledge of them. Try not to duplicate information unless it is necessary. Providing evidence for education or professional development can be more concrete. For example, course descriptions, transcripts, and program outlines can be useful as evidence. Providing evidence for professional experience will require additional details to demonstrate your competence such as report summaries, job descriptions, a summary of special projects, letters of reference, and performance appraisals. Examples: Sample Student e-Portfolios | Prior Learning Assessment and Recognition - PLAR | Athabasca University INTERVIEW Demonstrate your knowledge through a guided interview process where you respond to structured questions and discuss how your knowledge, skills, and experiences meet the CLOs. Examples Structured interview, oral questioning session, reflective discussion, competency-based interview, technical knowledge interview, scenario-based questioning, Indigenous knowledge-sharing conversation, panel interview, virtual or in-person interview, or a guided discussion with a faculty or evaluator. Tips for participating in an interview Practice your tone and pacing before the interview because preparing for an interview PLAR can help you communicate your knowledge, skills, and experiences more clearly and confidently, as well as support with anxiety that may arise during interviews. Consider how the questions relate to the CLOs and how your experience meets those outcomes. Be sure to follow expectations for format and interview length based on the assessment instructions. OTHER There are many other forms of PLAR including (but not limited to): presentations, simulations, demonstrations, storytelling or audio recording, or a combination of different types of evaluations. Diverse opportunities to demonstrate knowledge and experience support creating equal opportunity to complete a PLAR for a course while respecting the validity of learning approaches across skill bases and cultures. Tips Read the instructions for the assessment carefully to ensure you are aware of each required component, and remember, there may be multiple components depending on the type of PLAR assessment; Review the evaluation criteria (e.g., rubric, checklist) so you are aware of the performance expectations and how the overall grade will be determined which will support you meeting those expectations; Reach out to your professor/facilitator for clarification if you are unsure of any of the instructions for completion or submission or feel that key details are missing. Examples Case Study An in-depth analysis of an authentic scenario or problem requiring the application of course or subject knowledge, critical-thinking and problem-solving skills. A detailed description including all relevant data, questions, and directive for completion is provided to you. Case studies may range in complexity based on academic content and level of learning expectations. Examples: a real-world problem related to course or program focus; an intensive, systematic investigation of a single individual, group, community, or some other requiring analysis of in-depth data relating to several variables; a hypothetical context based on “what if” information and implied data. Essay/Paper A structured, written assignment that explores a specific topic in-depth or compares two or more topics. Essays and papers require you to conduct research, organize your thoughts, and present arguments, thesis, or analyses in a structured format. Typically, you are required to adhere to set structural and citation requirements (e.g., APA, MLA, Chicago). Examples: research paper, reflective essay, scholarly paper, critical analysis, position paper, literature review, case analysis paper, policy or law analysis. Project An in-depth, extended investigation of a designated or self-selected topic or scenario relating to the course’s CLOs, culminating in one or more deliverables such as a paper, report, presentation, or creative activity (e.g., academic poster, video, graphic design). Projects typically address authentic/real-world situations or problems, and completion times may vary. They require the application of course concepts and theories, research and project-management skills, critical and creative thinking, and collaborative and interpersonal skills. Projects may be divided into parts requiring multiple forms of submission. Examples: workplace improvement project, program or service proposal, business plan, community engagement project, marketing or communications plan, strategic plan, design project, event planning project, product or prototype development, sustainability initiative, needs assessment, or environmental scan. Presentation Present your ideas, explain a process, provide information or instructions, or raise or debate questions regarding an assigned subject. This can be completed live or pre-recorded and submitted depending on requirements. Presentations may or may not include visual support (e.g., slide shows, images, illustration) and are designed to demonstrate learning and understanding and develop communication skills. Examples: oral presentation, teaching demonstration, conference-style presentation, workplace presentation, community presentation, advocacy presentation, seminar or workshop facilitation, multimedia presentation, recorded presentationposter presentation with oral explanation, or professional briefing. Simulation or Skills Demonstration Demonstrating your learning by performing tasks, applying skills, or responding to realistic scenarios that reflect the knowledge and abilities required in the course. This assessment focuses on what you can do, not just what you know. Examples: laboratory procedure or experiment, clinical skill demonstration, technical equipment operation, software or technology demonstration, emergency response simulation, trades or hands-on skills assessment, mock client interaction, safety procedure demonstration. Storytelling/Audio Share your knowledge, experiences, reflections, teachings, or insights through an in-person sharing circle or recorded oral submission. This assessment recognizes learning that may be best expressed through speaking, storytelling, conversation, or oral traditions. Examples: recorded personal reflection, storytelling submission, audio response to guided questions, oral history or lived experience narrative, Indigenous knowledge-sharing recording, podcast-style submission, professional practice reflectioncommunity learning narrative, recorded explanation of a project or experience, land-based learning reflection, audio case analysis, voice-recorded portfolio reflection, spoken response to course learning outcomes. Combination Assessment A combination assessment PLAR engages you in demonstrating your learning through two or more assessment methods that work together to provide a comprehensive picture of your knowledge, skills, and abilities related to the CLOs and skill-base. This approach is often used when a single assessment method cannot adequately evaluate all course learning requirements. An example may be the submission of a portfolio, followed by an interview. PLAR TIMELINES - SUBMISSION OF A PLAR The earlier you can initiate the process the better, as it can take time to find a suitable faculty member to create the PLAR assessment(s) and grade your submission. Reviewing the course outline in the Course Catalog (Full-Time Studies Catalog, Professional and Part Time Learning Catalog) is the best way to determine if your previous experience satisfies the CLOs. If you feel your previous experience meaningfully meets at least 75% of the CLOs, PLAR may be a good option. If interested in pursuing a PLAR, this process must be started before day 10 of the semester but can be started earlier. Note, if starting the PLAR process after the semester begins, it may be advantageous to continue attending class until the PLAR process is completed. A reminder, the PLAR process is set to determine whether previous knowledge satisfies approximately 14 weeks of content, therefore PLARs are large, summative assessments mapped to all the learning outcomes of the course and will require dedicated work to complete effectively. Within the ADMIN-251-Prior Learning Assessment and Recognition: 5.2.1. PLAR assessments are created by Subject Matter Experts. Academic Faculties typically provide notification of the grade outcome to the Transfer Services Office within thirty (30) business days after notification of a PLAR candidate. Please visit the Important Dates and Deadlines - Durham College for PLAR application deadlines. Below are some guidelines for timeframes it could take you to complete various evaluation types. Note that these may vary based on the subject matter and your previous experiences, and assignment timeline instructions. Assignment Depending on the expected length and research required for the assignment, this assessment takes substantial time to complete. Please ensure you plan your time accordingly. Exam Exams/tests can be from 1-3 hours and are often completed in-person in the Test Centre. There can be opportunities for remote exam options, but this will include use of an online proctoring software and a small administration fee. This does not include the time spent to adequately study and prepare for the assessment. Portfolio Depending on the expected length and components required for the portfolio, it may take time to compile evidence, obtain reference letters, update professional documents, and complete the written components for a successful portfolio. This evaluation may take substantial time to complete. Please ensure you plan your time accordingly, particularly if reference letters or other external evidence must be requested. Interview Interviews can take 1-2 hours depending on the types of questions and expectations of the sharing process. These are often completed in-person based on the evaluator and your schedules. There can be the opportunity for a remote interview using MS Teams, but this is course dependent. This timeframe does not include the time spent to adequately study and prepare for the evaluation. Other Depending on the type of assessment, the timeframe can vary. Please review the expectations, instructions, and timelines for submission to ensure you can adequately complete the requirements for the assessment. If you are unsure, reach out to your faculty/facilitator to ask. BIBLIOGRAPHY Algonquin College (n.d). Developing a PLAR Assessment. Accessed July 2026 from https://www.algonquincollege.com/plar/files/2018/09/Developing-a-PLAR-Assessment.pdf Northern College (April 2010). Prior Assessment & Recognition Resource Guide. Accessed July 2026 from https://www.northerncollege.ca/leid/docs/plarreferenceguide2012.pdf PSB Canada (n.d). Prior Learning Assessment and Recognition (PLAR) Portfolio Development Guide. Accessed July 2026 from https://www.psb-planningcanada.ca/wp-content/uploads/2018/12/PLAR-Portfolio-Development-Guide.pdf Ray, L., Vaillancourt, A., Wick, C. & Beaulieu, L. Nov. 2024. Indigenous Prior Learning, Assessment and Recognition: Discussion Paper. https://oncat.ca/assets/oncat/ONCAT_IndigenousPriorLearningAssessmentandRecognition_2024.pdf Seneca Polytechnic, (n.d). Module 1: Understanding and Developing PLAR- PLAR Handbook for Assessors, Articulate. Accessed July 2026 from https://teachingandlearning.senecapolytechnic.ca/plar/module01/#/ Senica Polytechnic, (n.d). Module 2: Evaluating PLAR- PLAR Handbook for Assessors, Articulate. Accessed July 2026 from https://teachingandlearning.senecapolytechnic.ca/plar/module02/#/ Thomson, K.T. and Zakos, P. 2021. International Indigenous Recognition of Prior Learning RPL Practitioner Manual. Gardan Books, Essance Publishing.
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