Reference Framework for Planning Learning and Evaluation Activities

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mobilized in the performance of various activities, assimilated after a certain amount of practice, and applied in the context of the practice of a trade or occupation according to a given level of performance expected upon entry into the job market. The definition of “competency” in vocational training A competency is the ability to act successfully and evolve in order to adequately perform work-related tasks or activities, based on an organized body of knowledge and skills from a variety of fields, perceptions, attitudes, etc. In a program of study, each competency 5 is complete in and of itself, comprising a statement and elements, an achievement context and performance criteria. It is also accompanied by knowledge, skills, attitudes, perceptions and guidelines. More specifically, a competency: • is applied in complex situations, each with its own specific characteristics and constraints in a given achievement context. The context provides information about the conditions for performing an occupational task or activity. • indicates the level of complexity of the task or activity, formulated in terms of performance criteria. These criteria are associated with the elements of the competency or with the competency as a whole. • is broad enough to cover one or more occupational tasks. It is a learning target distinct from the other competencies. • involves several internal and external resources that will be used efficiently and at the proper time. • is multidimensional, i.e. it is based on an integrated set of knowledge, skills, attitudes, strategies, behaviours and so on that provide indications about the resources that must be mobilized and that are recognized in society and the workplace as being essential to a given trade or occupation. Developing competencies Once they have performed tasks or activities in a variety of situations, students integrate the different potential and functional aspects of the competency in order to act successfully and evolve. They incorporate the learning needed to apply the competency at the expected performance level. In addition to acting, students are capable of succeeding, that is, successfully performing occupational activities and anticipating the results of the application of the competency. They can make progress or evolve, use new knowledge and know-how, transfer them to new situations and delve further into the development of the competency. The following diagram illustrates the structure of a competency. In initial training, competencies are developed sufficiently for students to enter the job market; later, they continue to develop with experience, continuing training and other types of personal development. The diagram illustrates a 5. The components of a program of study are presented in Chapter 3. Each program also has a glossary that explains its different components. 8 From Learning to Competency
competency with respect to the person developing it, as well as with respect to the concept used in program development. Development of a competency Other situation and different performance In a given situation (achievement context) Entry level on the job Seuil market défini In Selon accordance une with performance expected performance attendue level Mobilization of internal resources Abilities, aptitudes, strategies Integrated knowledge and know-how and previously acquired competencies Mobilization of external resources – Teachers, peers, workers – Others: program, equipment, physical environment, reference documents, technologies, etc. From Learning to Competency 9
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: 1.2 Acquiring new knowledge and kno
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
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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
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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
Page 102 and 103:
Information gathering tool Occupati
Page 105:
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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