Reference Framework for Planning Learning and Evaluation Activities

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Evaluation checklist with an assessment scale Use pruning techniques Evaluate the student on the basis of the following criteria at the end of the learning process: ++ Above the minimum performance standard + At the minimum performance standard – Below the minimum performance standard Date Tree 1 Tree 2 Tree 3 Choice of branches to be cut Correctly chose the branches to be cut in accordance with the information in the program. Chose the branches to be cut in accordance with the growth stage of the tree: • clearing of leader growth • conservation of main axis of primary branches • hypotonic cuts Showed concern for the environment. Respected the natural shape of the tree. Eliminated no more than 20 per cent of the leaves. Choice of tools and equipment Used the appropriate tools. Observance of techniques and standards Cut at the proper locations: • at stump • observance of cutting angle • lengthwise cuts Made clean cuts without harming the tree • no harm • clean cut Correctly used the three-stage cutting technique. Respected the principle of directional cutting. Appropriately removed snags. Used tools appropriately. Pass/fail condition: Observed occupational health and safety rules. Evaluation of a process, evaluation of the transfer of the competency at the end of the learning process 88 Appendix
Evaluation checklist with a descriptive scale Element: Prepare and administer medication or other substances Check off and comment on each criterion. Date Verification Criterion: Accuracy of verification • Several pieces of information are missing. • Once piece of information is missing. • All the information is included. Comments on missing information: Preparation Criterion: Organization of information • Several major steps are included. • The steps are arranged in a logical order. • One major step is missing. Comments on missing information: Criterion: Accuracy of preparation • Several steps are inaccurate. • One or two steps are inaccurate. • All the steps are accurate. Comments on missing information: Appendix 89
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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
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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 94 and 95: 1- Dissatisfied 2- Somewhat satisfi
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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