Reference Framework for Planning Learning and Evaluation Activities

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Development model Development of the competency beyond initial training (experience and continuing training) Acquisition of the competency at entry level on the job market (initial training) Mobilization of internal and external resources The ability to evolve and develop relies on the transfer of knowledge and know-how acquired in a variety of complex situations in accordance with open-ended requirements. This same ability contributes to personal and occupational development, including versatility, a major asset in the job market. 1.4 Acquiring competencies Competencies are open-ended and, in order to acquire them, students must go through a number of stages. In educational terms, competencies are acquired in different phases. What are these phases Exploration, basic learning, practice and transfer are the phases involved in the acquisition of a competency. Depending on how they learn and incorporate the different dimensions of the competency, students will undoubtedly have to go back and forth between the phases. Of these four phases of acquisition, exploration is a good place for students to begin. After the basic learning, practice and transfer phases, there can be an enrichment phase, depending on the students’ needs. From the outset, and throughout the acquisition process, students will require different types of support. 10 From Learning to Competency
The following diagram illustrates the phases involved in acquiring a competency. Phases of acquisition of a competency Exploration • Relevance for the students and links with the other competencies • Review of prior knowledge and experience • Trigger activity to motivate and stimulate students’ interest • Starting point Basic learning • Basis of the competency to be acquired • Essential knowledge and know-how: knowledge, skills of every type, strategies, attitudes, perceptions, etc. • Active participation of students in competencyrelated tasks • Reference to one or more elements of the competency Practice • Integration/appropriation of learning through its application in meaningful tasks or activities • Gradual practice of the various steps involved in the competency Transfer • Application of the competency in a comprehensive task in accordance with job market entry-level requirements • Use of the competency in new contexts, and in a variety of complex situations • Demonstration of autonomy Transfer of learning Transfer of learning Enrichment • Performance over and above job market entry-level requirements • Continued learning in the school or in the workplace • Value added to established standards (entry level on the job market) The dual role of transfer It is important to note that the transfer of learning plays an ongoing role. It takes place gradually as the students move back and forth between their prior knowledge and know-how and their new learning. The transfer of learning occurs throughout the different phases of acquisition of a competency. The transfer phase associated with the acquisition of a competency is part of an ongoing process in which students master basic learning and practise using competency-related knowledge and knowhow. The transfer of knowledge and know-how takes place as the competency is applied in different contexts. It therefore involves the effective mobilization of both students and competency-related knowledge and know-how. From Learning to Competency 11
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: competency with respect to the pers
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
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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
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This needs-based approach leads to
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Educational institutions can develo
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expected performance levels. A shar
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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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