Reference Framework for Planning Learning and Evaluation Activities

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expected performance levels. A shared vision facilitates the sharing of responsibilities among the members of the program team. Training is more meaningful for students when teachers share the same vision and when relationships are established between competencies throughout the learning process. Teaching and learning The teacher must thoroughly understand the program in order to be able to translate the competencies into learning and evaluation activities, bearing in mind occupational tasks and life at work. In addition to translating the trade or occupation into activities and implementing these activities to help students learn, they must act as guides and evaluators. It is in the day-to-day teaching process 43 that learning acquires all of its meaning. Each program of study is based on the general goals of vocational training. It is the teacher’s responsibility to take them into account in order to prepare students for their future role as workers and citizens. These goals are: • to help students develop effectiveness in the practice of a trade or occupation • to help students integrate into the work force • to foster students’ personal development and acquisition of occupational knowledge, skills, perceptions and attitudes • to promote job mobility During their training, students prepare to practise their future trade or occupation. They are accompanied by different players, in particular the teacher, who helps them achieve the objective of qualifying for the job market. The student is at the heart of the learning process. I take pride in my trade If you haven’t done so yet, take a look at the video I take pride in my trade, which accompanies the Reference Framework for Planning Learning and Evaluation Activities. Both are specific to vocational training. If they can help teachers and other educators gain a better understanding of what a competency is and how it is recognized, an important objective will have been achieved in the implementation of programs of study. 43. Dictionnaire actuel de l’éducation, p. 961. We are referring here to the normative aspect of teaching. Teaching is based on a set of values, rules, principles, models and other theoretical and practical information whose goal is to guide teaching practices so as to optimize learning for all. 74 Conclusion
APPENDIX The following appendix is meant for teachers and is intended to be more pratical than theoretical. In 2003, the Ministère updated the format of vocational training programs and the evaluation framework for the certification of learning. The table on the next page compares the old and new formats. The changes are intended to explain competencies in greater detail. An achievement context and related knowledge, skills, attitudes, perceptions and guidelines were also added to the program, resulting in more streamlined evaluation instruments. The program of study includes all of the components that are essential to students’ training. As mentioned in the preceding sections, illustrations of different instruments are also included. These can be used as presented or adapted to a specific situation. The information they contain are presented for illustration purposes only. The idea is to illustrate instruments to help gather information and conduct evaluation activities. This document does not address the development of certification examinations. Several complementary concepts are defined in the glossary. A new approach to instructional planning and the evaluation of competencies entails a revision of terms. Lastly, a short bibliography is included at the end of the document. Appendix 75
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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
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From Learning to Competency 1 Vocat
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1.2 Acquiring new knowledge and kno
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competency with respect to the pers
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The following diagram illustrates t
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Complementary Roles and Aims 2 This
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Pedagogical differentiation Pedagog
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INSTRUCTIONAL PLANNING Whatever the
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The following sections describe the
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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 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 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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