Reference Framework for Planning Learning and Evaluation Activities

Description of the examination or description of participation and evaluation form
The description of the examination or the description of participation is intended to illustrate the level of
complexity expected at the time of evaluation. It specifies expectations and helps teachers develop
valid examinations that measure what they are intended to measure. It is based on the requirements of
the evaluation or participation criteria set out in the specifications. It presents the characteristics of the
task to be performed and the conditions under which it is carried out. The duration of the examination
and the number of students are provided for information purposes only, since these parameters are to
be set by the educational institution.
The evaluation form enables teachers to record relevant observations directly related to the
competency evaluated and the result obtained for each of the criteria. It includes:
• the indicators
• the criteria retained
• the result (yes/no)
• the mark
• the minimum performance standard (in the form of a mark or requirements)
• the pass/fail conditions
• tolerances, 13 if applicable
• explanations, focuses of observation and other comments, if applicable
3.4 Using the program and the evaluation framework for the certification of learning
Learning and evaluation activities must be based on the program. It is often necessary to establish
relationships between learning already acquired and learning to be acquired in order to ensure the
coherence of new learning. In the formulation of a competency, the elements are generally presented
in the order in which they would come into play in the performance of a task or activity, but this does
not mean that learning must take place in the same order. All of the components of a competency must
be taken into consideration when planning teaching and evaluation activities to support learning.
Teachers must understand the characteristics and scope of each competency, as well as its potential
and operational aspects. 14 They must identify what the students need to develop for each competency.
13. These tolerances indicate the margin of error deemed acceptable in the demonstration of the competency. When indicating
tolerances in the course of learning, it is necessary to take into account the students’ level of proficiency and the
improvement that will be made with further practice. Requirements are less stringent at the beginning of the training process
than at the end.
14. See the definition of “competency” in Chapter 1.
26 Understanding of Formal Requirements