Reference Framework for Planning Learning and Evaluation Activities

More documents

Recommendations

Info

Self-evaluation of participation List of concerns associated with a practicum in the workplace Check off the elements that correspond to your participation. √ At the beginning 1. I made a personal summary of the key moments and issues of the practicum. 2. I made a table of my apprehensions. 3. I stated my expectations with respect to the practicum and the responsibilities I was given. 4. I stated the most useful resources to mobilize in terms of the expectations expressed for the acquisition of the competency. 5. I made a table of points to be improved and ways in which the practicum would help me move closer to my occupational goal. 6. I stated personal and training guidelines to help me adapt to situations. 7. I listed the operating rules of the workplace and my willingness to conform to expectations. 8. I described my experience when I performed a specific task. 9. I stated means of solving problems, those that came easily and those that required more effort. 10. I stated values that give meaning to my work experience. 11. I made a list of unanswered questions and thoughts. At the end 12. I identified the ways in which my perception of the practice of the trade or occupation changed. 13. I described my perception of the role I played with colleagues, clients or other people with whom I interacted. 92 Appendix
Suggestions: For each day of the practicum: Log and self-evaluation Entering the work force With whom did you come into contact What tasks did you perform What successes and difficulties did you encounter in performing these tasks What new concepts did you learn What are your strengths and what needs improvement What concrete means do you have to improve your performance What comments did you receive after performing the different tasks Rate the criteria according to the following scale: A) Excellent B) Very good C) Good D) Fair During the learning process Report 1 Report 2 Report 3 Report 4 End of practicum 1- Motivation at work 2- Ability to adapt 3- Punctuality 4- Sense of responsibility 5- Autonomy 6- Initiative 7- Compliance with instructions 8- Concern for a job well done End-of-practicum report What relationships have you established between the training received and your experience in the workplace What are your short-term personal and career plans How can you report on your progress to your teacher so that he or she is aware of the quality of your experience, participation, thoughts and learning Note: The teacher alone can judge the acquisition of the competency at the end of the practicum. Appendix 93
Page 1:
Reference Framework for Planning Le
Page 4 and 5:
Production Team Very special thanks
Page 7:
TABLE OF CONTENTS INTRODUCTION ....
Page 10 and 11:
Lastly, the appendix contains instr
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
Page 63 and 64: Diagnostic rating scale Prerequisit
Page 65 and 66: Evaluation Checklist with a uniform
Page 67 and 68: Knowledge, know-how and participati
Page 69 and 70: Evaluation checklist with a descrip
Page 71 and 72: 4.6 Evaluation to recognize compete
Page 73 and 74: Evaluation specifications Statement
Page 75 and 76: stage. For example, without interfe
Page 77 and 78: This needs-based approach leads to
Page 79: Educational institutions can develo
Page 82 and 83: expected performance levels. A shar
Page 84 and 85: Conversion of vocational training p
Page 86 and 87: Program analysis tables, tables of
Page 88 and 89: Check off the elements observed. Ch
Page 90 and 91: Evaluation checklist with a uniform
Page 92 and 93: Checklist with a uniform scale, sel
Page 94 and 95: 1- Dissatisfied 2- Somewhat satisfi
Page 96 and 97: Evaluation checklist with an assess
Page 98 and 99: Evaluation checklist with a descrip
Page 102 and 103: Information gathering tool Occupati
Page 105: GLOSSARY Criterion-referenced inter
Page 108: Québec. Ministère de l’Éducati
show all

Reference Framework for Planning Learning and Evaluation Activities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?