Reference Framework for Planning Learning and Evaluation Activities

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Checklist with a uniform scale, self-evaluation Participate in laboratory activities Rate your level of satisfaction with your participation in laboratory activities according to the following scale: 1- Satisfied 2- Indifferent 3- Disappointed Date Element of the competency Evaluation of participation and comments Evaluation to support learning 84 Appendix
Evaluation checklist with a uniform scale - co-evaluation Cut and lay stone Rate the criteria according to the following scale: 5- Excellent 4- Very good 3- Good 2- Needs improvement 1- Unsatisfactory (remedial work needed) Citadel Old mill Evaluation criteria Appropriate size of stones Appropriate choice of tools Quality of stone cutting Appropriate work method Precise levelling Proper installation of accessories Accurate length of horizontal joints Accurate height of vertical joints Correct number of boxes used Harmonious appearance of wall Nicely finished joints Observance of safety rules Appropriate execution time Date task ended Teacher’s initials Date Date Student Teacher Student Teacher Comments and expectations: Evaluation of a product-process, evaluation to support learning Appendix 85
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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
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Planning Activities to Help Student
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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 90 and 91: Evaluation checklist with a uniform
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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