Reference Framework for Planning Learning and Evaluation Activities

This needs-based approach leads to different decisions: on the one hand, a student who has been
recognized as competent is encouraged to pursue the development of the competency beyond
program requirements and the teacher supports him or her in the enrichment process. Another
possibility for the same student is to go on to the next step. Another student, who still has learning to
acquire, will continue to progress, also with the teacher’s support, until he or she is certified at the end
of the process.
Guidelines for supporting evaluation for certification purposes
Make sure that the
students have received
all the information they
need to organize their
learning. Autonomy
implies an
understanding of the
goals to be achieved.
Make sure that the
activity chosen for
certification purposes is
different from those
used during the
transfer phase, but at
the same level of
difficulty.
Make sure that the
terminology* used in
the evaluation for
certification purposes is
appropriate.
Make sure that
evaluation for
certification purposes
is administered to
students after they
have acquired the
competency. If
necessary, help them
catch up.
Note:
If terminology is an important element of the competency, it can be evaluated for certification purposes.
Language and communication are constant concerns in vocational programs of study; they should be
reinforced in evaluation activities to support learning.
Results on the evaluation for certification purposes and retakes
Students must be informed as soon as possible of the results obtained on an evaluation for certification
purposes. Should they fail, they should take part in remediation as soon as possible so that they can
acquire the elements they failed and retake the examination.
The students must demonstrate that they have worked on their difficulties and are ready to retake the
examination. In a practical evaluation, the retake may apply to the entire examination or to those
elements failed. This is specified in the examination. Separate compulsory minimum performance
standards may be set for different parts of the examination; in this case, only those parts failed need to
be retaken.
It may be difficult to choose evaluation instruments for a retake in a situational competency. It is harder
to make up for an after-conference discussion that the student did not attend or had no interest in. In
such a case, the teacher’s professional judgment is based on observance of the criteria retained for
certification purposes and the feasibility of the creation of an equivalent situation.
Planning Activities to Help Students Acquire Competencies 69