Reference Framework for Planning Learning and Evaluation Activities

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Evaluation checklist with a uniform scale: Communicate in the workplace -- Participation in group activities and reactions to situations as observers Rate each criterion according to the following scale: 1- Always 2- Often 3- Occasionally 4- Almost never 5- Never Transmit information. The sender • Carefully developed his or her message. • Announced the goal of his or her message. • Clearly expressed his or her message. • Verified the listener’s understanding by asking a question. • Used clear language. • Spoke at an appropriate rate. • Used the appropriate tone. Receive information. The receiver • Showed an interest through body language. • Asked relevant questions. • Maintained visual contact. • Clearly answered the questions. Evaluation of participation to support learning, specifying the limits of the intervention as observer or evaluator. Here, observation is a learning tool. In evaluation for certification purposes, the checklist must conform to the type of competency and the specifications. It enables the teacher to make a pass/fail decision. 60 Planning Activities to Help Students Acquire Competencies
Evaluation checklist with a descriptive scale An evaluation checklist with a descriptive scale is used to support learning by informing the students of their strengths and the improvements they need to make. A descriptive scale allows the teacher to make a diagnosis as to the level of development of different aspects of the competency. It is more precise than a uniform scale because it rates each criterion on its own scale. The checklist allows the teacher to evaluate at different times and with greater accuracy the qualitative aspect of the product, process or activity. It can make for more effective exchanges and provide a selection of new learning activities likely to facilitate the student’s progress. Evaluation checklist with a descriptive scale Check off and comment on each criterion. Date STEP: Verification Criterion: Accuracy of verification • Several pieces of information are missing. • One piece of information is missing. • All the information is included. Comments on missing information: STEP: Preparation Criterion: Organization of information • Several major steps are included. • The steps are arranged in logical order. • One major step is missing. Comments on missing information: * See appendix for the complete checklist. Planning Activities to Help Students Acquire Competencies 61
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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 ....
Page 10 and 11:
Lastly, the appendix contains instr
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From Learning to Competency 1 Vocat
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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 and 64: Diagnostic rating scale Prerequisit
Page 65 and 66: Evaluation Checklist with a uniform
Page 67: Knowledge, know-how and participati
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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