Reference Framework for Planning Learning and Evaluation Activities

The values underlying evaluation
Justice
Rigour
Fundamental
Instrumental
Equality
Equity
Openness
Openness
Coherence
The Policy on the Evaluation of Learning addresses certain values underlying quality evaluation.
Making a professional judgment has a direct effect on the certification of competencies and therefore
on the quality of the diploma. Standards have been established for the most part, but specific situations
require that teachers make a professional judgment. Applying the value of equality for all students does
not mean treating all students in the same way, since students do not all have the same characteristics
and the same opportunities. Being equitable means giving each student the best chances of success.
Applying a certain amount of differentiation while conforming to the essential components may be
difficult, but it is equitable for the students.
In some cases, despite the efforts made and the development of a certain level of competency, a
student may receive a “fail” decision for not having achieved the expected performance level. The
certification of learning makes it necessary to draw the line, and in terms of the official recognition of
learning and the social value of certification, it is essential that the competency be acquired at the
specified performance level, i.e. in accordance with job market entry-level requirements.
Providing indicators of the students’ progress
Evaluation to support learning and evaluation for the purposes of certification provide students with
guidelines as to what they need to study in more detail, improve or catch up on. They can then work on
different aspects of the competency in order to achieve the expected performance level. A positive
evaluation of aptitudes, abilities and competencies helps students build a positive self-image.
It is important to support the students in their objective of qualifying for a trade or occupation. The
students’ perception of themselves and the value of their objectives, and the perceptions they sense in
the people around them have a significant impact on their motivation to pursue their studies. Being in
control of the steps on the road to success, bearing in mind the positive consequences of their
involvement, is motivating. In this way, indicators of progress and the objective image the teacher has
of the student, with his or her strengths and weaknesses, aptitudes and abilities, should be made clear.
The students’ surroundings, peers and workers with whom they come into contact can also influence
their self-image.
Planning Activities to Help Students Acquire Competencies 51