Reference Framework for Planning Learning and Evaluation Activities

Observation involves precise measurement, the identification of defects or the verification of the
students’ performance on the basis of predetermined criteria. These observation methods usually
enable teachers to make objective and accurate judgments with all the time they need to observe the
product after the evaluation session is over and to assess it.
Process
A process involves the use of techniques or procedures, attitudes and behaviours, and conformity with
instructions that makes it possible to obtain a result. In learning and evaluation situations, several
elements can be taken into consideration: the quality of techniques used; observance of health and
safety rules and the rules of hygiene and cleanliness; the students’ use of tools and other equipment;
the sequence of operations and the observance of major steps in the process.
In theory, evaluating a work process involves direct observation of the students’ actions. Situations in
which several students are observed at once allow the teacher to observe interactions and the division
of tasks, among other things. It all depends on the objective and the educational aim of the learning or
evaluation activity.
Several strategies at once
Evaluation can involve simultaneously:
• knowledge, know-how and a product
• a process and a product (inferred knowledge and know-how)
• knowledge, know-how and a process
Combining focuses of evaluation is useful in measuring the acquisition of a competency. This approach
can be used to identify the different dimensions of a competency. In vocational training, it is usually a
product or a process that is evaluated, but a combination involving the measurement of knowledge and
know-how can more accurately identify the conceptual and practical dimensions of a competency.
Participation
In a situational competency, teaching, support and supervision, and evaluation of the competency
focus for the most part on the students’ participation and on their involvement in the development of
the competency.
Planning Activities to Help Students Acquire Competencies 45