Reference Framework for Planning Learning and Evaluation Activities

More documents

Recommendations

Info

4.2 Evaluation to support learning 23 “Evaluation is the process whereby a judgment is made on a student’s learning on the basis of information gathered, analyzed and interpreted for the purpose of making pedagogical and administrative decisions.” 24 This definition emphasizes two purposes of evaluation: support for learning and recognition of competencies. Evaluation is carried out throughout the learning process. On the one hand, it helps the teacher, who gathers information on a regular basis in order to regulate his or her teaching in accordance with the students’ needs and, on the other, it helps students adjust their efforts in accordance with their self-evaluation and the information they are given. Students receive support in their learning. By establishing reference points, gathering information and evaluating needs, the teacher can help them see what points need improvement over the course of their learning. The teacher must be able to infer whether the students are on the road to success and, more specifically, whether they will pass or fail the certification examination. A decision must be made in order to help those students who are unable to perform at the expected performance level. The following diagram illustrates the phases of competency acquisition in relation to evaluation to support learning and evaluation to recognize competencies. It shows the importance of interpreting results and making a professional judgment as to whether the competency has been acquired. Evaluation to support learning 25 Exploration Basic learning Practice Transfer Support for learning, regulation or remedial work Evaluation to support learning Corrective teaching Evaluation for certification purposes 23. Formative evaluation is used to help students progress in their learning, while summative evaluation is used at the end of an important step to determine whether the students are ready to be promoted or certified. 24. Policy on the Evaluation of Learning, p. 25. 25. This section deals exclusively with evaluation to support learning. Evaluation for certification purposes is addressed later on, as is evaluation that fulfills both functions. 38 Planning Activities to Help Students Acquire Competencies
Depending on the students’ progress, the teacher can offer various forms of support. He or she must take action and make one of the following decisions: • The student is ready for the certification examination, given hir or her mastery of the competency in accordance with job market entry-level requirements, in which case the student takes a certification examination. • The student is not ready for the examination, since he or she risks failing. The teacher then attempts to improve the student’s chances of succeeding by dispensing corrective teaching before having the student take the certification examination. The student can then acquire the learning needed to develop the competency. Planning evaluation and learning activities at the same time helps ensure consistency. By referring to the phases of acquisition of a competency, the teacher can determine when to schedule regular evaluations to verify the integration and transfer of learning. Spontaneous or informal evaluations can be used alongside more structured evaluations. However, neither can be used exclusively to support learning. It is important to gather and interpret indicators of the students’ progress throughout the learning process. The teacher must identify indicators of difficulty or success and determine key moments and opportunities for observation and verification. Evaluation is planned in general terms and must be integrated into meaningful activities likely to be encountered in the practice of the trade or occupation, which adds value to the information gathered. Teaching takes precedence at the planning stage, evaluation to support learning coming in a close second, as an opportunity to gather information and verify the acquisition of competency-related knowledge and know-how. Planning evaluation activities allows the teacher to adjust his or her teaching to the students’ level of success. Evaluation to support learning must take into account all of the dimensions of the competency-related knowledge and know-how and all of the performance criteria. During the learning process, the teacher uses evaluation to foster the development of the compulsory elements of the competency. The teacher should alternate between learning and evaluation activities in a coherent manner. In order to ensure the expected performance, the teacher decides how the elements of the competency will be evaluated, and develops evaluation criteria to support learning based on the performance criteria, or borrows them directly from the program. Evaluation can target a specific aspect of the competency at the beginning or in the course of the learning process. Depending on the students’ needs, a diagnostic evaluation can be carried out several times, resulting in different profiles and making it possible to compare results over time. Planning Activities to Help Students Acquire Competencies 39
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 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: In this phase, the competency is de
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
show all

Reference Framework for Planning Learning and Evaluation Activities

Create successful ePaper yourself

Delete template?

Save as template?