Reference Framework for Planning Learning and Evaluation Activities

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Check off the elements observed. Checklist Repair a digital television receiver Yes Evaluation No Inspect the equipment. Proper identification of signs of malfunction Plan the work. Plausible hypotheses concerning possible sources of the operational problem Proper planning of approach to take to identify the defective section Diagnose the problem. Proper use of measuring instruments Proper interpretation of measurements Identification of component responsible for the problem Make repairs. Proper choice and replacement of defective component Verification of signs of previously observed malfunction Precise adjustments following the repair Perform equipment maintenance. Appropriate cleaning Clean lenses Integrity of optical sections Check equipment operation. Final verification of receiver Prepare an invoice. Inclusion of relevant information Repair a digital television receiver. Adherence to health and safety regulations Adherence to work procedures Cleanliness Total 80 Appendix
Rate the criteria using the following scale: Evaluation checklist with a uniform scale Slide a patient over 1- Excellent 2- Very good 3- Good 4- Fair 5- Unacceptable Date Greeted the student-patient and informed him or her of the care to be given. Washed his or her hands. Isolated the student-patient. Cleared the surrounding area. Applied all the brakes to the bed. Placed the bed in a horizontal position. Lowered one side rail. Gave clear explanations to the student-patient. Adopted the appropriate position. Enveloping and solid grasp of student-patient for each move* Slide the student-patient using weight transfer or counterweight. Raised the side rail before going to the other side. Repositioned the student-patient. Raised the side rail. Replaced the call button. Opened the curtain. Enquired about the student-patient’s needs before leaving the room. Feeling of confidence expressed by the student-patient* Perception of the quality of touch expressed by the student-patient* Evaluation of a process, evaluation to support learning * Judgment of student-patient Appendix 81
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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 86 and 87: Program analysis tables, tables of
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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