Reference Framework for Planning Learning and Evaluation Activities

More than just an accounting of hours spent in the classroom, situational competencies are based on
information gathering throughout the learning process in order to ensure that the students are making
progress. It is more difficult to evaluate performance, since students all progress in their own way and
at their own pace, and since indicators are more subjective and less easily measured. Participation
involves an appropriate response to requirements and proposed activities, as well as satisfactory
participation in organized discussions. The acquisition of the competency enables the students to use
essential knowledge and know-how in a timely and appropriate manner.
The teacher places the students in a variety of complex situations, focusing on the competency to be
acquired. He or she expresses expectations to guide them and makes sure that they participate
actively and appropriately in the construction of the competency. With these conditions, along with the
students’ involvement and progress, the teacher can judge their development of the competency.
A professional judgment is made on the different dimensions of the competency, in relation to the
requirements reflecting the appropriateness of the students’ participation and in accordance with the
evaluation specifications for certification purposes.
The evaluation of situational competencies provides an opportunity to observe the students’ progress,
but the goals are different in a certification situation. While evaluation to support learning helps ensure
quality participation, involvement and contribution to activities, evaluation for certification purposes also
makes it possible to recognize the development of the competency and to infer its acquisition.
For example, the evaluation criterion “produce a report on the main tasks performed in the company
and on observations about the work context” does not mean simply that the students must produce a
report. The evaluation of participation involves the production of a report in conformity with specified
expectations or behaviours in order to enable the teacher to judge the students’ acquisition of the
competency.
4.4 Evaluation: A complex process
What should be evaluated, when and how should it be done How is evaluation planned The teacher
should perhaps make an effort to use a systemic approach to his or her evaluation. The following
stages involve elements addressed in other sections of this document, but this time, they are used to
explain the complex act of evaluation.
46 Planning Activities to Help Students Acquire Competencies