Reference Framework for Planning Learning and Evaluation Activities

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Production Team Very special thanks go to Clarys Picard and Thérèse Trudeau, as well as to the many other collaborators who participated in the development of this document with exemplary openness and patience. So without further ado, here is the reference framework, although still a work in progress. Since it is necessary at some point to lay the foundation for any great project, let us start with this. Once again, thank you for your trust and support. This document is ours, and each one of us hopes that it will also be adopted by anyone involved in the teaching of vocational training. I take pride in my trade, the video that accompanies this document, is intended to help teachers plan learning and evaluation activities. We hope that you will find these documents useful, meaningful and motivating. Francyne Lavoie Coordination Francyne Lavoie Coordinator, Instructional Programming Direction des programmes et du développement Ministère de l’Éducation, du Loisir et du Sport Design and Development Francyne Lavoie Coordinator, Instructional Programming Clarys Picard Coordinator, Vocational Training and Adult Education Commission scolaire des Premières-Seigneuries Collaboration Thérèse Trudeau Director, Vocational Training Engineering Direction des programmes de Montréal Ministère de l’Éducation, du Loisir et du Sport Christine Simard Teacher, Health Care Commission scolaire des Premières-Seigneuries Carolle Tremblay Education Consultant Commission scolaire des Laurentides Translation Direction de la production en langue anglaise Services à la communauté anglophone Ministère de l’Éducation, du Loisir et du Sport Page Layout Linda Alain Direction générale des programmes et du développement Ministère de l’Éducation, du Loisir et du Sport Cover Page and Graphics Caron & Gosselin communication graphique This document is also available on the Internet at the following addresses: , . © Gouvernement du Québec Ministère de l’Éducation, du Loisir et du Sport, 2005―04-01016 ISBN: 2-550-45339-5 (Printing Version) ISBN: 2-550-45340-9 (PDF Version) Legal Deposit – Bibliothèque nationale du Québec, 2005
Acknowledgments This document was made possible thanks to the participation of members of the education community. The Direction de la planification et du développement would like to thank the following people in particular: Schools and School Boards Paul Charbonneau Evaluation Consultant Commission scolaire des Portages-de-l’Outaouais Diane Frank Education Consultant Lester-B.-Pearson School Board English sector Hélène Hudon Education Consultant Commission scolaire des Premières-Seigneuries Françoise Martel Education Consultant Commission scolaire des Navigateurs Jacqueline Noël Education Consultant Commission scolaire des Phares Annie Roberge Education Consultant Commission scolaire de Laval Ginette Sauvé Education Consultant Commission scolaire de Saint-Hyacinthe Directions de programmes Ministère de l’Éducation, du Loisir et du Sport Léandre Bouchard Coordinator, Vocational Training Engineering René Brisson Coordinator, Sectoral Training Anne-Marie Gohier Coordinator, Vocational Training Engineering Lucie Michon Director, Vocational Training Engineering Sylvie Lavoie Planning Consultant Thérèse Trudeau Director, Vocational Training Engineering Direction de la formation continue et du soutien Ministère de l’Éducation, du Loisir et du Sport Guy Auclair Project Coordinator A very special thanks to the Commission scolaire des Premières-Seigneuries, the Commission scolaire de la Capitale and the Commisssion scolaire des Laurentides for their assistance in developing evaluation instruments.
Page 1: Reference Framework for Planning Le
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 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
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 102 and 103:
Information gathering tool Occupati
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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