Reference Framework for Planning Learning and Evaluation Activities

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Evaluation checklist with a descriptive scale Element: Prepare and administer medication or other substances (cont.) Check off and comment on each criterion Date Administration Observance of care procedure • Several steps in the care procedure are missing. • One step in the care procedure is missing. • All the steps in the care procedure are included. Comments on missing information: Accuracy of communication • The information is missing or irrelevant. • The information is incomplete. • All the information is included. Comments on missing information: Record Completeness of record • Several pieces of information are missing./ • One piece of information is missing. • All the information is included. Comments on missing information: Evaluation of a process, evaluation to support learning and for the transfer of the competency at the end of the learning process Note: Some tasks are performed repeatedly in different contexts in order to ensure that the competency has been acquired. Normally, there should be an improvement in the less successful elements in the course of learning. For certification purposes, the same elements should correspond to the indicators and evaluation criteria in the specifications. 90 Appendix
Information gathering in a daily log Care of patients with impairments: Plan the work Suggestions: How can I report on my progress to my teacher so that he or she is made aware of the quality of my experience, participation, thoughts and learning • Review of the day’s activities, demonstration of helping attitude less satisfactory situations in terms of my attitude • Description of days: emotions, learning acquired, difficulties, actions to be consolidated, research to be done • Objectives for tomorrow and plan for the day • Description of a situation with a patient in his or her daily activities and actions to promote sensory and intellectual stimulation in accordance with his or her functional abilities Student’s comments: Note on comments and expectations expressed by the teacher: Evaluation to support learning Appendix 91
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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
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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 96 and 97: Evaluation checklist with an assess
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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