Reference Framework for Planning Learning and Evaluation Activities

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1.5 Development contexts In initial training, competencies are developed in activities that consolidate their different elements in a variety of complex situations, in different achievement contexts, and in accordance with requirements that may become more stringent with new experiences or new learning. The ability to evolve is associated with the incorporation of the finer points of knowledge and know-how that enable students to apply the competency with autonomy and a certain amount of responsibility. At first, students need more help. Then, as they learn, they develop more and more autonomy in terms of performance standards expected in the job market. Later, with experience, they become still more autonomous, and more capable of assuming additional responsibility. Training In the training process, the work context is translated into complex, realistic learning situations. Practicums in the workplace, like work-study programs, offer students an opportunity to learn in their future work environment. These concrete opportunities are in line with the ultimate goal of vocational training, i.e. to prepare students to get a job, practise a trade or occupation and achieve the social and economic status of worker. Until then, the consequences of their career choice, its possibilities and difficulties, may not appear sufficiently real to the students. Practising the trade or occupation and gaining experience Workers whose level of proficiency in a competency is higher than that required at entry level on the job market are able to construct further learning since, with on-the-job experience, their skills will continue to improve. The same applies to their level of autonomy, responsibility, speed, dexterity and so on. Workers continue developing competencies at work, in continuing training or specializations. The organization of work may pose a challenge in terms of the need to adapt, changes in procedures, specialization, the supervision of other workers and so on. All of these situations can be challenging and provide the opportunity to further develop competencies and add to one’s sense of fulfillment. Employment training Training context Initial training Simulation of the work context* Competency at entry level on the job market Work experience Continuing training Working life * Practice, practicums in the workplace and work-study programs 12 From Learning to Competency
Complementary Roles and Aims 2 This chapter focuses on the two main players involved in learning: student and teacher. Each has a very specific role: students are involved in their learning and their environment, teachers intervene at the instructional level and support the students in their progress. These two roles are complementary and inextricably linked. 2.1 The student’s involvement With respect to career choice, in vocational training, the decision to go into a given trade or occupation is what prompts a student to enroll in a qualifying training program. There are a number of reasons for choosing a given trade or occupation: interests, aptitudes, values, needs, the influence of family and friends, etc. Ultimately, the motivation is to learn a trade or occupation and to get a job, with everything that it implies on the personal, social and economic levels, and in terms of initial and continuing training. With respect to training, the mobilization needed to acquire new learning depends on the interest students have in their learning and the effort they invest. More motivated because they have chosen to commit to a given course, they can see the value of an activity and are able to evaluate their ability to perform it and to determine how they will achieve it. Being in control of their means and anticipating the consequences of their choices help them persevere in their decisions, “get on board” and add their own personal touch and goals. The meaning and purpose of a task or the meaning associated with the acquisition of a competency often makes all the difference in whether students enjoy learning and whether they succeed or fail. With respect to learning, once they have chosen a trade or occupation, students are encouraged to participate actively in projects. To be committed means to show concern for the steps involved in acquiring the competency and to find meaning in their learning; it also means to take responsibility for achieving an objective and to find ways of succeeding. When they learn, students are able to use a variety of strategies, to find and choose their own solutions. They make the necessary adjustments, depending on the situation. The following are strategies they can use to integrate their learning. They can, for example: • move back and forth between what they know and what they must learn • rely on existing knowledge and know-how to construct new learning • transfer skills they have mastered to new skills • use information Complementary Roles and Aims 13
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: The following diagram illustrates t
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
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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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