Reference Framework for Planning Learning and Evaluation Activities

Characteristics of evaluation
Multidimensional evaluation
Evaluation is said to be multidimensional because competencies are multidimensional by definition and
because the complexity of the comprehensive task, particularly in the transfer phase, requires the
mobilization of a variety of knowledge and know-how. How are these different dimensions of the
competency taken into account in evaluation for certification purposes
The dimensions essential to the demonstration of the competency are selected. The task 35 selected for
evaluation requires that students use different knowledge and know-how: it is not a question of
verifying whether they remember what they were taught, but rather of emphasizing the dimensions that
are essential to the application of the competency. The task must be sufficiently complex and
unfamiliar so that the students can show that they are capable of transferring their knowledge and
know-how to a new context and of applying their learning. If the instructions are too specific, i.e. if the
students are given directions, they cannot demonstrate genuine competency or autonomy.
Criterion-referenced interpretation
Evaluation is said to be criterion-referenced because it is based on indicators and evaluation criteria. It
consists in comparing students’ results with the expected level of proficiency in the competency which,
in vocational training, is set at entry level on the job market. Evaluating competency acquisition makes
it possible to judge the conformity of students’ results with evaluation criteria at a minimum
performance level and does not compare students’ results with those of their peers.
The students’ performance must be observable and measurable. It can involve attitudes observed
during the performance of a task, skills or processes used during an activity, or the result of a task. It
may be necessary to verify the students’ knowledge and know-how by questioning the logic of an
action or process, asking questions about an object produced and so on.
The elements of the competency can provide more than one indicator. Each indicator is associated
with at least one criterion, which is a reference standard enabling the teacher to evaluate a product, a
process or a behaviour. The most representative elements of each competency are selected, then
associated with indicators and evaluation criteria based on the performance criteria in the program.
The following is an illustration of the evaluation specifications for certification purposes from the
Secretarial Studies program.
35. Teachers should avoid basing their teaching on evaluation for certification purposes, since students risk learning repetitive
actions without mastering the basic learning, and without understanding all of the dimensions of the competency.
The transfer of learning requires training that takes all of the elements of the competency into account.
64 Planning Activities to Help Students Acquire Competencies