Reference Framework for Planning Learning and Evaluation Activities

Guidelines* concerning the evaluation process
Planning
• Times chosen for
evaluation
• Choice of types of
evaluation
• Determination of
measurable and
observable tasks
• Development of
evaluation tools based
on predetermined
evaluation criteria
• Identification of
compulsory evaluation
criteria for certification
purposes
Information gathering
and interpretation
• Consideration of
performance criteria
• Use of specific
evaluation criteria
• Choice of appropriate
information gathering
methods
• Evaluation with or
without the use of
instruments to support
learning
• Formal evaluation
using instruments for
certification purposes
Judgment
• Formal or informal
• Observation of
concrete and
measurable
information
• Recognition of
students’ progress in
the acquisition of the
competency
• Type of support to be
provided
Decision
• Regulation of
teaching
• Support for learning
for students with
difficulties, among
others
• Recognition of the
competency
• Enrichment, if
applicable
* Throughout the evaluation process, the teacher provides the students with information about his or her
intention to evaluate, the indicators he or she is gathering and his or her expectations for adjustment or
remedial work, if applicable.
52 Planning Activities to Help Students Acquire Competencies