Reference Framework for Planning Learning and Evaluation Activities

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1- Dissatisfied 2- Somewhat satisfied 3- Satisfied 4- Very satisfied Evaluation checklist with a uniform scale Work in a team Rate your level of satisfaction with your participation in the development and performance of role-plays and the quality of your participation in a team by circling the appropriate number for each criterion. Performance Participation in a team Conversation: Task: Listening: Equity: Motivation: Leadership: Evaluation: I stuck to the topic, did not raise my voice and respected the work done by the other teams. I worked hard, we set goals and I contributed by sharing my ideas. I listened to the others’ ideas with respect. I recognized the contribution of each person. I contributed fairly and equitably to the accomplishment of the task. I demonstrated enthusiasm and I helped significantly. I demonstrated leadership by occasionally redirecting the team and encouraging everyone to participate. This is my overall evaluation of the task performed and of my contribution to the team effort. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Student’s comments: Student’s signature: __________________________________ _____________________ (name) date Evaluator’s signature: __________________________________ _____________________ (name) date Note: The evaluator could also be a peer observer in a team effort. The checklist would then require slight changes. 86 Appendix
Diagnostic evaluation checklist with a uniform scale Pharmacotherapy: Calculate doses Evaluate the mathematical skills associated with the preparation of medications according to the following scale: 1- Never 2- Most times with difficulty 3- Most times with ease 4- Always Date With accuracy: Multiply whole numbers. Multiply decimals. Divide whole numbers. Divide decimals. Arrange data in a single variable equation. Estimate the order of magnitude of the result of a rule of three or ratios and proportions. Solve a single variable equation. Check the accuracy of a result using the inverse operations. Calculate a dose of medication on the basis of a prescription in mg. Calculate a dose of medication on the basis of a prescription in ml. Evaluation to support learning Appendix 87
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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
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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 92 and 93: Checklist with a uniform scale, sel
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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