Reference Framework for Planning Learning and Evaluation Activities

More documents

Recommendations

Info

Evaluation checklist with a uniform scale Masonry: Bricklaying Rate the criteria according to the following scale: 5- Excellent 4- Very good 3- Good 2- Needs improvement 1- Unsatisfactory (remedial work needed) Skills Evaluation criteria Attitudes Date Targeted competency Proper gauging Proper plumbing Proper levelling Proper squaring Neatness Hard work Initiative Good aptitudes Positive attitudes Leadership quality Date Teacher’s initials Comments and expectations: Evaluation to support learning taking attitudes into account, evaluation of the competency at the end of the learning process 82 Appendix
Rating scale for all criteria Evaluation checklist with a uniform scale Move patients safely 1- Very easily 2- Easily 3- With difficulty 4- With much difficulty Rate the criteria according to the above scale. Date Evaluation and comments Quality of technique: Helping the person sit on the side of the bed • Adopted the proper position and positioned the person correctly. • Grasped the person correctly. • Correctly performed the manoeuvre. Quality of technique: Helping the person sit up • Adopted the proper position and positioned the person correctly. • Grasped the person correctly. • Correctly used the weight transfer or counterweight technique. Quality of technique: Transferring the person to a wheelchair • Correctly positioned the wheelchair and the person. • Correctly used the counterweight technique. • Moved the person’s feet properly given the situation. Quality of assistance provided to help a person get up • Adopted measures to help a person get up. • Correctly performed the manoeuvre. Observance of safety rules • Applied all safety rules. Quality of communication with the person to be moved Provided relevant explanations when performing each of the following techniques: • Helping the person sit on the side of the bed • Helping the person sit up • Transferring the person to a wheelchair • Helping a person get up Spoke confidently and encouragingly when performing the following techniques: • Helping the person sit on the side of the bed • Helping the person sit up • Transferring the person to a wheelchair • Helping a person get up Evaluation of a process and the transfer of the competency, evaluation for certification purposes Appendix 83
Page 1:
Reference Framework for Planning Le
Page 4 and 5:
Production Team Very special thanks
Page 7:
TABLE OF CONTENTS INTRODUCTION ....
Page 10 and 11:
Lastly, the appendix contains instr
Page 13 and 14:
From Learning to Competency 1 Vocat
Page 15 and 16:
1.2 Acquiring new knowledge and kno
Page 17 and 18:
competency with respect to the pers
Page 19 and 20:
The following diagram illustrates t
Page 21 and 22:
Complementary Roles and Aims 2 This
Page 23 and 24:
Pedagogical differentiation Pedagog
Page 25:
INSTRUCTIONAL PLANNING Whatever the
Page 28 and 29:
The following sections describe the
Page 30 and 31:
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 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 88 and 89: Check off the elements observed. Ch
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
show all

Reference Framework for Planning Learning and Evaluation Activities

Create successful ePaper yourself

Delete template?

Save as template?