Reference Framework for Planning Learning and Evaluation Activities

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Program analysis tables, tables of specifications, and analysis and planning tables NEW FORMAT (EVALUATION FRAMEWORK FOR THE CERTIFICATION OF LEARNING) Specifications (situational competency) Expected outcome (situational objective) Statement of the competency Learning activity (situational objective) Situations retained Titles of phases Indicators Participation indicators Evaluation criteria Learning Not included in the new format Evaluation Not included in the new format Added: • Boxes to be checked off for the pass/fail condition • Note at the bottom specifying the pass/fail condition • Minimum performance standard and requirements (checked off). This information is generally included at the end of the evaluation form or in the description of the examination. Beginning of form Examination procedure Pass All headings Pass/fail condition or minimum performance standard Description of participation (situational competency) General information Phases Moved to specifications Evaluation form (all types of situations*) Same information Retained on the evaluation form but must be added to the specifications * Sometimes there is no evaluation form, especially in the case of theory examinations involving a list of questions. 78 Appendix
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 the container Predominance of flowers Convergence of stems toward an easily recognizable focal point Centred focal point Insertion of stems at least 2.5 cm deep in florist’s foam Arrangement in conformity with the required shape Precise contour of arrangement Proper use of flowers and greenery selected Evaluator: ______________________________________ __________________ (name or initials) date ______________________________________ __________________ (name or initials) date ______________________________________ __________________ (name or initials) date ______________________________________ __________________ (name or initials) date Appendix 79
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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
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3.3 Evaluation framework for the ce
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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 82 and 83: expected performance levels. A shar
Page 84 and 85: Conversion of vocational training p
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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