How to Choose an Appropriate PLAR Assessment

Consider the Bloom’s taxonomy level of the CLOs and the current assessments in the course. What are learners expected to demonstrate for success? For example, courses with learning outcomes primarily focused on the ‘remember’ and ‘understand’ level of Blooms, may better align with a test or assignment, where courses with outcomes tied to authentic, experiential learning and self-reflection may be more suitable for a presentation or portfolio-based assessment.

Similar to the above question, consider the CLOs, and the application of those outcomes to the course material. What types of assessment would best support learners in sharing their knowledge and understanding to demonstrate achievement of the CLOs?

What type of deliverable would show success in meeting the learning outcomes, be authentic to the vocation, and require a reasonable amount of effort. This can be an opportunity to use Generative AI. Ask “based on the following course learning outcomes, what would an appropriate assessment or evidence be to demonstrate meeting the CLOs”

To be reliable and equitable, the PLAR evaluation should measure learning in the same way each time it is used. The assessment should be relevant to the course subject matter and program field, and current with respect to trends and industry standards.

PLAR assessments should fall within reasonable expectations of what someone with proficiency in the subject material could achieve. Both candidates and evaluators require adequate time and resources to fulfill the PLAR. As a reminder, 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.

To support UDL and lived experiences, are there specific formats or types of deliverables which can meet learners where they are at, while still meeting the CLOs.