Quality Assurance in Prior Learning Assessment and Recognition

Quality Assurance in Assessment and
Presented by: Nicole Drapeau, Responsable
reconnaissance des acquis au CCNB
Presentation overview
 Define Quality Assurance in PLAR.
 Politicy
 Procedure
 Transparency
 Support services
 Appeals Process
 Audit Process (internal and external)
Presentation overview
 Do pan-canadian PLAR standards exist?
 What to look for in regard to a candidates prior
 Is the evidence authentic, sufficient et current?
 Does the prior learning conform to an institution’s
course objective, to industry standards or
professional standards?
Presentation overview
 What to look for in an assessment tool?
 Process for prior learning validation.
1¾ cup of pastry flour
2 tsp baking powder
¼ tsp salt
¾ cup of milk
2 tsp pure vanilla extract
½ cup unsalted butter
1 cup granulated sugar
3 egg whites
Add for decoration: white chocolate chips, dark tube
frosting, mini chocolate chip cookies
1. Preheat the oven to 350℉ (175℃).
2. Combine all dry ingredients.
3. Measure the milk and add the vanilla.
4. Cream the butter and sugar.
5. Lightly whip the egg whites.
6. Alternate adding dry and liquid ingredients in 4 measures.
Mix well between each addition to obtain a light and creamy
7. Fill each mold with the mix.
8. Cook 15 to 20 minutes or until they are well done.
9. Check with the aid of a toothpick.
Ingredients for the frosting
2 cups of unsalted butter
3 to 4 cups of icing sugar (to taste)
1 tbsp hot water
2 tbsp corn syrup
½ tsp pure vanilla
Add-ins: blue food colouring, unsweetened grated
Preparation for the frosting
1. Se good quality butter at room temperature.
2. Cream the butter with an electric mixer.
3. Sift in sugar and gradully incorprate the corn syrup into the
4. Add the hot water.
5. Mix at medium speed to obtain a creamy mix.
6. Add the food colouring and coconut.
Source: Muffins et cupcakes par Louise Rivard
Name of the recipe
Petit gâteau du monstre
dévoreur de biscuit
(Cookie Monster Muffin)
Defining Quality Assurance in
Quality Assurance in PLAR depends on the
implementation of transparent and appropriate
policies and procedures at the core of the
institution in order to ensure a credible process
and result
Policies and procedures
 Integrate PLAR into institutional Quality
Assurance mechanisms.
 Establish policies and procedures acros the PLAR
 Establish adequate support servies for candidates.
 Establish adequate support servies for assessors.
Policies and procedures
 Establish assessment procedures keeping in mind that
most PLAR candidates are adult learners.
Ensure transparency in the PLAR process.
Choose the appropriate assessment tools – ones that
meet the need.
Appeal Policy for the candidate.
Audit Process (internal and external)
Do Canadian PLAR standards
At the present time, CAPLA has undertaken a national
project on Quality Assurance (QA), with program
support for foreign credential recognition for the
Department of Employment and Social Development
Canada. The results can improve the practice and
application of PLAR throughout the country.
Project Duration : 2013-2016
There have been several documents
developed in Canada related to PLAR.
 14 National PLAR Standards (1997) – Canadian Labour
Force Development Board (CLFDB)
 Developing Benchmarks for PLAR – Practitioner Perspectives:
Guidelines for Canadian PLAR Practitioners (Day & Zakos,
 Research and report - Achieving our Potential: An Action
Plan for Prior Learning Assessment and Recognition in Canada
(Morrissey and Myers, 2008)
 Multi-stakeholder engagement: sector councils,
academic institutions, regulators at a variety of CAPLA
events – Standards and Guidelines for RPL Pre-Conference
(Banff, 2008)
 CAPLA’s RPL Standards Working Group report – RPL
Standards and Guidelines for Canada: Mapping the Road
Ahead (Waples, 2009)
 Canadian Information Centre for International
Credentials (CICIC): QA framework – Guiding
principles for credential assessors
 CAPLA project and report – Assessing the Skills and
Competencies of Internationally Trained Immigrants: A Manual
for Regulatory Bodies, Employers and Other Stakeholders
(Simosko, 2012)
Experiences ≠ Competency
What to look for in a candidate’s
prior learning?
One has to analyse the evidence presented by a
candidate with regard to its:
• currency;
• sufficiency;
• authenticity.
What to look for in a candidate’s
prior learning?
To award credits, the prior learning has to satisfy:
 Course requirements;
 Program requirements;
 National Occupational Classifications
 Professional Associations.
What to look for in an
Assessment Tool?
• The credibility of an assessment tool depends on three
qualities that it must possess:
 validity,
 reliability,
 usability.
• One must make the right choice regarding (an) assessment
• Avoid underassessing or overassessing a candidate.
What to look for in an
Assessment Tool?
Validity :
Insuring that a test or exam measures what it intends
to measure.
Reliability :
Reliability is the quality of an assessment tool with
regard to its ability to meause with the same accuracy each
time it is used on similar candidates in similar conditions.
What to look for in an
Assessment Tool?
Usability :
As usable as possible taking into account human
resources, materials,etc.
* An assessment tool is valid when it evaluates what
it is intended to evaluate, all it intends to evaluate
and only what it intends to evaluate.
Choosing assessment methods
a. Multiple Choice
b. True or False
c. Short Answer
d. Essay
e. Problem Solving
Choisir la ou les méthodes
d'évaluation (suite)
a. Structured Oral Exam
b. Structured Interview
Choisir la ou les méthodes
d'évaluation (suite)
3. Competency Assessments
a. Simulation
b. Presentation
c. Role Play
e. Observation
d. Demonstration of competency
Choisir la ou les méthodes
d'évaluation (suite)
4. Assessment of Products
a. Work Samples
b. Portfolio ou evidences
c. Self-evaluation
Choisir la ou les méthodes
d'évaluation (suite)
The assessment of prior learning has no vlaue unless the
assessor possess the necessary subject matter expertise
or is a specialist in assessment.
In other words the person who does the assessment has
to possess the knowledge, the competencies and the
attitudes related to the learning that is the object of the
Choisir la ou les méthodes
d'évaluation (suite)
An assessment result never indicates
failure, but simply a lack of information to
be assessed.
Choisir la ou les méthodes
d'évaluation Summary
 The importance of PLAR policy and
 Identifying candidate wants and needs
Assessing the candidate to their full potential
Questions ?

similar documents