Reference Framework for Planning Learning and Evaluation Activities

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Information gathering tool Occupational health and safety What did you appreciate _________________________________ _________________________________ _________________________________ Do you have any questions ____________________________ ____________________________ What did you retain _________________________________________________ _________________________________________________ _________________________________________________ What didn’t you like _______________________________________________ _______________________________________________ 94 Appendix
Above the minimum performance standard The development of the competency exceeds job market entry-level requirements. At the minimum performance standard The competency has been acquired in accordance with job market entry-level requirements. Below the minimum performance standard The competency needs to be consolidated; remedial work is required Competency, examination, program: The teacher may make general comments on the elements of one or more competencies and make a judgment to support his or her evaluation. There may be a need for remedial work, a retake of the examination or compensation for missing training. Teacher’s signature: Student’s signature: Appendix 95
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Reference Framework for Planning Le
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Production Team Very special thanks
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TABLE OF CONTENTS INTRODUCTION ....
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Lastly, the appendix contains instr
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From Learning to Competency 1 Vocat
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1.2 Acquiring new knowledge and kno
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competency with respect to the pers
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The following diagram illustrates t
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Complementary Roles and Aims 2 This
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Pedagogical differentiation Pedagog
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INSTRUCTIONAL PLANNING Whatever the
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The following sections describe the
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In a program of study, the statemen
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3.3 Evaluation framework for the ce
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Description of the examination or d
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Planning Activities to Help Student
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For teachers, helping students deve
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During exploration activities, the
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Practice • Appropriation of learn
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In this phase, the competency is de
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Depending on the students’ progre
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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 100 and 101: Self-evaluation of participation Li
Page 105: GLOSSARY Criterion-referenced inter
Page 108: Québec. Ministère de l’Éducati
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Reference Framework for Planning Learning and Evaluation Activities

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