Reference Framework for Planning Learning and Evaluation Activities

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Checklist A checklist is useful for describing the steps involved in carrying out a task or a process, for verifying a product and so on. It enables the teacher to verify the observable aspects of a product or a process or to recognize certain attitudes. It involves a situation defined in terms of predetermined performance criteria and allows the teacher to determine the presence or the absence of a step in a process or of an observable aspect of a product. In particular, it measures the approach, procedure, skills and result of a task or activity. It can easily be used for behavioural competencies. In the following example, the checklist verifies an element of the competency “Make a simple symmetrical floral arrangement.” Check off the criteria observed. Checklist Make a simple symmetrical floral arrangement Date Symmetrical arrangement of flowers Symmetrical arrangement of species Symmetry of colours Symmetrical arrangement of volumes and masses Proportions appropriate to the shape and size of container Predominance of flowers Convergence of stems toward an easily recognizable focal point Other* * See appendix for the complete checklist. In the course of learning, a checklist provides a portrait of selected learning that can serve as a memory aid and provide guidance for self-evaluation. The teacher, the student and peers can use this list to provide feedback on aspects of a task or activity to be improved. The list helps identify the type of assistance the students need. 56 Planning Activities to Help Students Acquire Competencies
Evaluation Checklist with a uniform scale There is a difference between checklists that focus on different aspects (such as a single element of the competency, a specific skill, a technique or a theoretical aspect) and evaluation checklists that measure the overall acquisition of a competency. Both types of checklists are used to support learning and for certification purposes. In evaluation to support learning, guidelines identifying the minimum performance standard can help students measure their progress in the development of the competency. The minimum performance standard is determined by the teacher, who specifies the limits, answers or criteria on which the performance is to be judged satisfactory or acceptable. A scale can help assess the progress made with respect to the expected performance level. For the purposes of certification, guidelines should focus on aspects related to the evaluation criteria listed in the specifications. A checklist with a uniform scale can be used jointly by the teacher, the student and peers. The student can use the scale to give his or her peers feedback on behaviours observed during the activity. Two types of checklists are presented. The first is for the behavioural competency “Prune shrubs and conifers.” The other is for a situational competency “Communicate in the workplace.” Both are accompanied by a uniform scale. Planning Activities to Help Students Acquire Competencies 57
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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 and 62: Guidelines for timing evaluation an
Page 63: Diagnostic rating scale Prerequisit
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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