How are PLAR Assessments evaluated?

In This Section

PLARs are evaluated using the same grading mode as if the learner had taken the class. For example, if a course normally results in a numeric grade, the PLAR should result in a numeric grade. If a course is normally graded as a pass/fail, the PLAR should be evaluated in the same way.

Note

PLAR must result in a grade designation that follows the same grading format outlined on the Course Outline. Note that evaluators will be asked to provide a rationale for their evaluation along with the grade to Transfer Services.

Determining a PLAR grade can pose a challenge as learner’s lived experiences may not directly align with the CLOs. Further, assessments only capture a limited scope of learning. As a result, evaluators must balance flexibility with fairness, ensuring grades are valid, defensible, and reflective of the learner's demonstrated competencies.

The following section provides strategies and examples to support the assignment of appropriate course grades based on PLAR assessments that are adaptable and consistent.

Even CLO Distribution in Assessments

When evaluating learners’ prior knowledge, assessments must be connected to the CLOs. Each learning outcome should be equally weighted in the expected output from the learner, and where possible, follow UDL principles. This structure works well when the PLAR assessment involves clearly defined and unambiguous CLOs and assessment expectations, which can be evaluated against a clear rubric or marking scheme.

For example, an evaluator chooses three assessments to measure the five (5) CLOs on the Course Outline: a written exam (CLO1/2), an assignment (CLO3), and an interview (CLO4/5). In this case, each CLO would contribute 20% to the overall grade. Converting this contribution into points helps to begin designing the rubric or grading tool for evaluation of the assessment.

Course Learning Outcome Assessment Relative Contribution to Learning Points /100
CLO1
CLO2		 Written Exam 20%
20%		 40
CLO3 Assignment 20% 20
CLO4
CLO5		 Interview 20%
20%		 40

Adapted from: Module 2: Evaluating PLAR- PLAR Handbook for Assessors - Overview

Competency-Based Grading

Competency-based grading evaluates a learner’s ability to demonstrate specific skills or competencies rather than individual learning outcomes. It is particularly useful for evaluating learning gained through work, community involvement, and life experience. It also supports multiple ways of demonstrating and applying knowledge and skills. This type of grading practice is often used in portfolio or practical assessments. This type of evaluation can be built into a rubric, designed around the competencies which are still reflective of course learning, with some flexibility to value unique learner experiences.

Steps for Competency-Based Grading:

  1. Identify the key competencies or skills required for successful completion of the course. These can be derived from the CLOs, Essential Employability Skills (EESs), or the authentic skills learners will need in the workplace.
  2. Identify how successful demonstration of competencies will translate into course grades. A common format is through a satisfactory/unsatisfactory rubric which is similar to a checklist rubric where the passing threshold is defined by the requirements of the course for continuing in the program.
  3. Develop detailed assessment tools, such as rubrics or checklists, that define performance expectations and levels of proficiency.

Designing Rubrics for PLAR Assessments

As grades determined from a successful PLAR will appear on the student's academic record as if they had completed the course, the PLAR assessment must include a rubric, answer key, or other evaluation tool. It is essential that learners receive this along with the PLAR assessment instructions to ensure transparency and promote success.

Note

To explore how to build rubrics please visit: Rubrics - CTL

When creating a rubric, be mindful to create evaluation criteria which can assess the CLOs regardless of the submission type, to support UDL.

The evaluation scheme for the PLAR should be relevant, meaningful, and unique for each type of assessment. It could use the same or modified evaluation schedule (e.g., rubric(s), checklist) from the course if this is where the assessment derives from, but should always relate back to the CLOs.

For PLAR Portfolios
Where a portfolio assessment is used for PLAR, flexibility is required to ensure there is alignment between the learner’s lived experience and the requirements to meet the learning outcomes. The example rubric below shows a potential way to design a rubric where the intersection of the CLO and performance level will identify what it means to show evidence.

Course Learning Outcome Exemplary
(3 points)		 Proficient
(2 points)		 Developing
(1 point)		 Limited or Missing
(0 points)
List CLO# with associated skill/knowledge Outline expectation for exemplary behaviour related to the CLO. Outline expectation for proficient behaviour related to the CLO. Outline expectation for developing behaviour related to the CLO. Outline expectation for limited behaviour related to the CLO.
e.g., CLO2 – Use safe practices while in a lab/shop environment as outlined by the Ontario Code book. e.g., follows all outlined safety protocols in the code book, lab instructions, and leaves the lab clean and restocked. e.g., follows all outlined safety protocols in the code book, and lab instructions. e.g., minor safety issues in lab space, but corrects issues. e.g., major safety issues in lab space, or does not correct minor issues as they occur.
Continue with remaining CLOs
Total Points:

Adapted from Developing-a-PLAR-Assessment.pdf

A variation of this option would be to focus on the competencies tied to overall skills and knowledge expected of learners. A rubric in this case would instead focus on those competencies, with a determination of whether the learner satisfies them.

Competency/Skill Criteria Evidence Provided
Satisfactory Unsatisfactory
List the competency/skill Minimum performance required to demonstrate competency/skill. Describe conditions that would result in unsatisfactory performance. Itemize the evidence the learner provides for this competency/skill.
e.g., Ability to safely change a lightbulb e.g., used correct PPE (ladder, second person), followed the proper steps to remove and change lightbulb, turned off electrical to the outlet, properly disposed of old lightbulb. e.g., any behaviour that did not follow the outlined safety protocol as per the code book. e.g., learner brought ladder and gloves, turned off electrical, had a second person to spot/hold the ladder, removed and disposed of the old lightbulb, installed the new bulb, turned electricity back on to check the new bulb worked.
List all Competency/Skills
Total The passing threshold for the class will determine how many “satisfactory” the learner must meet.

Chart inspired by: PLAR for WIL - Module 2: Evaluating PLAR- PLAR Handbook for Assessors

Providing Feedback to Learners on PLAR Assessments

While evaluating the learners’ PLAR submission, consider taking an opportunity to provide additional meaningful feedback. Consider the following questions:

  1. What was particularly strong about the learners’ submission?
  2. In what ways could the learners’ assessment submission be strengthened?
  3. Did the learner provide the evidence required to satisfy the CLOs?
  4. What advice would you give to the learner about their PLAR regarding their current and future learning? How might they build on what they already know

Tip

Consider leaving these thoughts in the evaluation alongside their grade to help support learner learning and growth.

PLAR Assessment Checklist

This checklist can be used to evaluate the quality of a PLAR assessment. It has been provided as a wise practice to empower Subject Matter Experts to self-assess PLAR assessments before submission to their Faculty Office/Department and prior to issuing to students. Review this against the created PLAR assessment to ensure clarity, relevance, and appropriate time and evaluation criteria for learners.

Download PLAR Evaluation Checklist (word)