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PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) FOR MATURE STUDENTS

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Title: PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) FOR MATURE STUDENTS


1
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
FOR MATURE STUDENTS
  • PART E GRADE 11 AND 12 CHALLENGE PROCESS

2
POLICY/PROGRAM MEMORANDUM No. 132
  • Highlights of Grade 11 and 12 Challenge Process
    in PPM 132
  • results in up to 10 Grade 11 and 12 credits
    (maximum 10 through combined equivalency and
    challenge processes)
  • credits earned are entered as percentage grades
    on the OST and appear in the same way as credits
    earned by taking the course
  • students must challenge for credit for an entire
    course, whether it is a full- or half-credit
    course
  • students must provide evidence that they are
    likely to be successful in challenging a specific
    Grade 11 or 12 course

3
PPM 132 Highlights continued
  • there are some courses students may not challenge
    for credit
  • challenge assessments include 70 formal tests
    and 30 other assessments
  • challenge assessments must be based on curriculum
    expectations and achievement charts in Ontario
    curriculum policy documents
  • challenge assessments must be based on all
    strands, all categories and descriptions of
    levels of achievement for the discipline/subject

4
PPM 132 Highlights continued
  • students may challenge for a credit in a course
    for a second time after a reasonable interval and
    after providing evidence of readiness for a
    second challenge
  • a challenge assessment is not an independent
    study course there is no teaching component to
    the process it is a series of summative
    assessment activities

5
The Principal is Responsible for
  • Developing and administering formal tests
  • Determining the assessment strategies most
    appropriate for each course
  • Record keeping
  • Reporting
  • Ensuring that only teachers certified by the
    Ontario College of Teachers conduct the PLAR
    challenge process

6
Courses that may not be challenged
  • a course previously failed
  • a course for which the student has already earned
    a credit but for which he or she wishes to
    improve the mark
  • a course in any subject if a credit has already
    been granted for a course in that subject in a
    later grade
  • a course for which there is significant overlap
    with a course for which credit has been granted
  • a transfer course
  • a locally developed course

7
Courses that may not be challenged continued
  • a cooperative education course
  • a course in English as a second language (ESL),
    English literacy development (ELD) if the student
    has one or more credits in English from OSS or
    OSIS curriculum documents/guidelines
  • a course in French as a second language (FSL) if
    the student has one or more credits in Français
    from OSS or OSIS curriculum documents/guidelines
  • the Ontario Secondary School Literacy Course

8
Types of Evidence for Challenge
  • Mature students may use certificates or other
    records of accomplishment earned outside Ontario
    classrooms as reasonable evidence of eligibility
    to challenge for credit for a related course
    within the Ontario curriculum, if they wish to
    earn credit for the course without taking the
    course (p. 9, PPM 132)
  • See Application to Challenge for Credit for a
    Course (Appendix 2, PPM 132) for a list of types
    of evidence

9
Grade 11 and 12 Challenge Process Implementation
Phases
  • Orientation
  • Application
  • Assessment
  • Recording
  • Reporting

10
Grade 11 and 12 Challenge Assessments must be
  • Based on curriculum expectations and achievement
    charts in Ontario curriculum policy documents
  • Based on all the strands in a course and all
    categories of knowledge and skills and the
    descriptions of achievement levels given in the
    achievement chart that appears in the curriculum
    policy document for the discipline
  • Comprised of 70 formal tests and 30 other
    assessments

11
Formal Tests
  • To include a balance between written work and
    practical demonstrations that is appropriate for
    the subject/discipline

12
Other Assessments
  • May include evaluation of written assignments,
    demonstrations/performances, laboratory work, and
    quizzes, and observation of student work

13
Grade 11 and 12 Sample Challenge Assessment Guides
  • 16 courses
  • samples may be used, at discretion of
    principal
  • guides not assessments per se, require
    further development
  • Note the principal is responsible for
    determining which assessment strategies are most
    appropriate for each course

14
Features of Grade 11 and 12 Sample Assessment
Guides
  • Reflect appropriate balance between written work
    and practical demonstration
  • Based on all strands, all categories and
    achievement chart for subject/discipline
  • Ensure compliance/consistency with the provincial
    PLAR policy and provincial curriculum and
    assessment policy

15
Components of Grade 11 and 12 Sample Assessment
Guides
  • Overall Expectations
  • Assessment Focus
  • Assessment Summary
  • Teacher Notes, where appropriate
  • Assessment Activities usually 3-5 formal
    tests and 3-5 other assessments
  • Suggested Assessment Tools
  • Appendices (in some guides only)

16
Use of Grade 11 and 12 Sample Assessment Guides
  • Options for use of guides
  • as is with further development
  • adapt activities to meet needs of students
  • replace some activities and use others
  • design own challenge assessment(s)
  • See also Notes for Teachers Developing Grade 11
    and 12 Challenge Assessments (Appendix E.5)

17
Appendices
  • Letters, form, suggestions, notes, information
    sheet for students
  • To be used at the discretion of the principal
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