Reference Framework for Planning Learning and Evaluation Activities

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4.5 Instruments to support learning, teaching and evaluation The following section presents instruments designed for different purposes. They can be used for teaching, in which case they help clarify requirements and the most important concepts. Checklists provide students with essential guidelines to support learning. With the necessary adaptations, they can be used to develop examinations, and they can also be adapted and used along with the evaluation criteria in the specifications for learning support, teaching and evaluation. These instruments are above all intended to enrich teaching practices and to encourage teachers to use a variety of information gathering techniques and formats. Evaluation that is done using the proper instruments and later discussed is apt to interest the students. Often, evaluation in the course of learning allows students and teachers to discuss their respective expectations: evaluation results at different points of the learning process can be compared. The evaluation can be added to the students’ portfolio. The following are a few examples of instruments for gathering information and indicators of progress. The following pages contain six complete and partial checklists. Other instruments used for evaluation or to support learning can be found in the appendix. Five types of instruments are presented: • diagnostic evaluation • checklist • evaluation checklist and uniform scale • evaluation checklist and descriptive scale • log Diagnostic evaluation At the beginning of the learning process, diagnostic tests help the teacher situate each student by identifying his or her particular weaknesses with respect to skills and competencies in other subjects (e.g. English and math). The teacher can use the results of this evaluation as a departure point for teamwork, remedial activities, questions, research projects, laboratory work, visits to companies, discussions and so on. Later, the same test can measure the progress of learning. The following scale helps teachers measure the students’ achievement of mathematics prerequisites. 54 Planning Activities to Help Students Acquire Competencies
Diagnostic rating scale Prerequisites for a competency requiring mathematical skills Check off the mathematical skills identified in the first and second diagnostic evaluations. Date Date Achievement of prerequisites YES NO YES NO Multiply whole numbers. Multiply decimals. Divide whole numbers. Divide decimals. Verify the result of a single variable equation using inverse operations (cross products). Estimate the results of a single variable equation. Solve a single variable equation. Arrange the data in a single variable equation. Comments and expectations: Planning Activities to Help Students Acquire Competencies 55
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Reference Framework for Planning Le
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Production Team Very special thanks
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TABLE OF CONTENTS INTRODUCTION ....
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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 and 46: In this phase, the competency is de
Page 47 and 48: Depending on the students’ progre
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: Guidelines for timing evaluation an
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
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Reference Framework for Planning Learning and Evaluation Activities

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