Reference Framework for Planning Learning and Evaluation Activities

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Lastly, the appendix contains instruments intended to provide more direct support for teaching and evaluation. Although not models as such, these instruments may be adapted according to the program, the situation and the amount of time available. These tools are more of a teaching guide than a reference framework. While they are more practical than theoretical, they are part of an overall vision of the planning of learning and evaluation activities. A video entitled I take pride in my trade accompanies the reference framework and addresses the main aspects of students’ progress in competency acquisition and the competency-based approach to teaching, in terms of the planning of learning and evaluation activities. The document and video emphasize ways of giving meaning to competencies and the importance of evaluation in order to ensure more effective learning. 2 Introduction
ACQUIRING COMPETENCIES Students play a central role in the learning process. They are the qualified workers employers are waiting for. They are the reason why there are training programs. They must acquire competencies using their own resources, as well as those in their environment. They are in the process of acquiring qualifications for the trade or occupation they have chosen. In the instructional and vocational process, teachers break down a given trade or occupation into the appropriate learning activities. They accompany the students in their learning until the students have acquired the competencies specified in the program. Teachers use their own knowledge and know-how to create meaningful and relevant learning activities. The environment, workers and experience in the workplace also add meaning to the competencies to be acquired. Chapter 1 defines the students’ role as learners. It explains how competencies are defined and acquired, and addresses the contexts that foster their development. Chapter 2 looks at the roles of the two parties involved in successful learning: student and teacher.
Page 1: Reference Framework for Planning Le
Page 4 and 5: Production Team Very special thanks
Page 7: TABLE OF CONTENTS INTRODUCTION ....
Page 13 and 14: From Learning to Competency 1 Vocat
Page 15 and 16: 1.2 Acquiring new knowledge and kno
Page 17 and 18: competency with respect to the pers
Page 19 and 20: The following diagram illustrates t
Page 21 and 22: Complementary Roles and Aims 2 This
Page 23 and 24: Pedagogical differentiation Pedagog
Page 25: INSTRUCTIONAL PLANNING Whatever the
Page 28 and 29: The following sections describe the
Page 30 and 31: In a program of study, the statemen
Page 32 and 33: 3.3 Evaluation framework for the ce
Page 34 and 35: Description of the examination or d
Page 37 and 38: Planning Activities to Help Student
Page 39 and 40: For teachers, helping students deve
Page 41 and 42: During exploration activities, the
Page 43 and 44: Practice • Appropriation of learn
Page 45 and 46: In this phase, the competency is de
Page 47 and 48: Depending on the students’ progre
Page 49 and 50: One way of introducing the students
Page 51 and 52: have mastered. The teacher will giv
Page 53 and 54: Observation involves precise measur
Page 55 and 56: Evaluation: A complex process The e
Page 57 and 58: Rigorous planning, a well-defined a
Page 59 and 60: The values underlying evaluation Ju
Page 61 and 62:
Guidelines for timing evaluation an
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Diagnostic rating scale Prerequisit
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Evaluation Checklist with a uniform
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Knowledge, know-how and participati
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Evaluation checklist with a descrip
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4.6 Evaluation to recognize compete
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Evaluation specifications Statement
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stage. For example, without interfe
Page 77 and 78:
This needs-based approach leads to
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Educational institutions can develo
Page 82 and 83:
expected performance levels. A shar
Page 84 and 85:
Conversion of vocational training p
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Program analysis tables, tables of
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Check off the elements observed. Ch
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Evaluation checklist with a uniform
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Checklist with a uniform scale, sel
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1- Dissatisfied 2- Somewhat satisfi
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Evaluation checklist with an assess
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Evaluation checklist with a descrip
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Self-evaluation of participation Li
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Information gathering tool Occupati
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GLOSSARY Criterion-referenced inter
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Québec. Ministère de l’Éducati
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Reference Framework for Planning Learning and Evaluation Activities

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