Describes a participant engaged in a learning activity.
The process of evaluating another post secondary institution’s course(s) and determining how they compare to UFV courses and learning outcomes. Once a course is articulated, appropriate transfer credit can be awarded to students.
A formal agreement between two or more institutions recognizing equivalency, based on learning outcomes of one or more courses taught at each institution.
Most UFV courses may be challenged for credit. A student who can demonstrate mastery of course learning outcomes may be granted credit without taking the course.
Challenge Methods – A learner’s knowledge and skills displayed through an exam, written report, DVD/VHS, portfolio, oral presentation or other representation of learning to match learning outcomes of a course.
Challenge Process – A process through which an individual seeks to gain credit for a course based on prior learning in place of attending the course. The learner must negotiate terms/mutually accepted criteria, such as completing a project, with a subject matter specialist to demonstrate their skill/knowledge/abilities.
Evidence Base Learning – Verification of learning through documented evidence such as a certificate, work samples of the learner’s involvement and learning outcomes.
Documented Evidence of Learning
The diverse array of evidence a person produces -- in the form of written documents, work samples, or demonstrations
Performance evidence such as a demonstration (or a video of a demonstration) or a simulation;
Supplementary evidence such as the results of oral questioning to determine the depth and breadth of learning;
Written documentation such as a letter of reference or job performance evaluation; or
Evidence from prior achievements such as a certificate indicating completion of a program, course, or seminar.
Document Summary List
An organized list of items (certificates, letters, work samples etc.), including page numbers, that support learning statements and are housed in the documented evidence of learning section.
Learning gained through intentional and systematic reflection of experience.
A systematic process whereby a PLAR candidate’s materials are reviewed and evaluated based on evidence of learning to determine its quality and appropriateness to a program of study. In prior learning assessment, generally described as flexible assessment, the goal is to determine whether the prior learning in an academic, workplace or experiential setting should be recognized for institutional credit.
Foreign Credential Recognition
Foreign credential recognition is a process of evaluating formal education credentials from other countries and comparing them to education standards established for Canadian professionals.
A goal statement describes a candidate’s short and long-term personal, educational, and/or career goals.
Academic Learning – Courses or programs taken at recognized educational institutions, with related assessment processes and credits. Includes courses offered onsite, online or at a distance.
Lifelong/Lifewide Learning – Includes all learning; academic, workplace or experiential that a person accumulates during his or her life. Lifelong/lifewide learning would include the vast range of a person's experience -- such as learning to knit from a grandmother, working as a volunteer teaching aide in a public school, being a long-time member of a reading group, taking a non-credit continuing studies course in creative writing at a university, taking an apprenticeship program in joinery at a college or institute, participating in an on-the-job stress-management seminar, or taking an upper-level cell biology course.
Workplace Learning – The skills and knowledge gained through learning experiences such as industry-based training, professional development workshops, seminars, private study, and work experience.
See also learning statement
The knowledge, skills and values which learners should be able to demonstrate as a result of their involvement in specified learning process. Learning outcomes are documented descriptions of measurable learning that describes what a candidate should know and/or be able to do as a result of their learning within the learning context and setting.
The type of learning and the context/environment where learning took place.
Letter of Verification/Attestation
A formal letter prepared on letterhead from a former or current employer/supervisor that may be used to authenticate an acquired skill set, or outline volunteer involvement, and verify a learner’s participation therein.
PLAR (Prior Learning Assessment and Recognition)
The process of identifying, assessing and recognizing what a person already knows and can do for the purpose of awarding academic credit. Canadian Labor Force Development Board, 1999
A content area expert (faculty member) who assesses the documented evidence of learning of a PLAR candidate.
An individual who is pursuing academic recognition of lifelong/lifewide learning by completing a PLAR process established by the institution.
An individual that is trained in the principals and practices of PLAR and who assists/mentors learners through the PLAR processes. A mentor identifies PLAR methodologies and assists the learner on the development of their chosen method that matches their needs or course criteria. In addition, the mentor provides links to resources and departmental contacts.
An individual trained to facilitate portfolio learning and other forms of flexible assessment for UCFV recognition.
The process of collecting, substantiating, and assembling documented evidence that supports a candidate's claim for PLAR credit or recognition.
Academic Portfolio – documented evidence that matches one’s experiential learning with articulated course learning outcomes.
Career/Employment Portfolio – illustrates one’s skill sets and accomplishments in the workplace.
Professional Portfolio – highlights or summarizes aspects of a professional career.
Showcase Portfolio – documented evidence that showcases one’s life experiences.
|General Portfolio Components
Includes name of individual and portfolio
|Table of Contents
Lists all items in the portfolio into sub-headings and page numbers
A goal statement describes a candidate’s short and long-term personal, educational, and/or career goals
A resume should act as a supporting document which lists there professional history and references
The learner’s skill set and the context/environment where learning took place
|Document Summary List
An organized list of items (certificates, letters, work samples etc.), including page numbers, that support learning statements and are housed in the documented evidence of learning section
|Documented Evidence of Learning
The diverse array of evidence a person produces -- in the form of written documents, work samples, or other demonstrations