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Policy on the Evaluation of Learning
GENERAL EDUCATION IN THE YOUTH SECTOR
GENERAL EDUCATION IN THE ADULT SECTOR
VOCATIONAL TRAINING
REACH foryour DREAMS
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POLICY
Evaluation for Better Learning
“One does not learn in order to be evaluated well or to perform better on
a test; One is well evaluated to learn better.”
Pierre Reid, October 28, 2003
Evaluation Policy Launch at the Rencontre Nationale
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LOOKING BACK:A Brief History of Evaluation
• Plato -the word assessment comes from the Latin assidere meaning “to sit and talk with”
• Trade Guilds-roots of performance assessment-apprentice and master-evaluation on a piece by piece scale
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Looking Back
• Colonization and Industrialization
-legislated universal education-Henry Ford and the Model T-assembly line production
It was the beginning and the end of imagination all at the same time.
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Three Responsibilities of Education
• Basic Skills- 3 R’s-reading, writing and arithmetic for the needs of a new industrial society
• Aculturation of immigrants into a new land
• Gatekeeping to Higher Education
Assembly line education
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Equal Rights Movement- 1960’s
• Equal access to education for all
– university entrance exams– SAT’s– Equal rights for minorities and low
SES
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The Present into the Future…
• Success and High Quality Education for All-observation-projects-performance assessment-authentic assessment-rubrics, journals, portfolios
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QUEBEC CONTEXT
• 1997, Quebec Schools on Course:-Evaluation is a central component of the curriculum-Certification of as many students as possible
• Objectives:-Updating of the 1981 Policy on the Evaluation of Learning
-Review certification rules and practices
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OUTCOME
• A new policy for all three sectors
• Collaboration with the school boards and schools
• Consultation of 2001* 72,000 individuals consulted* 1,600 organizations consulted* 38 briefs
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Stages Following the Consultation
• Development of a draft policy- Nov. 2002
• Validation by representatives from all sectors- Dec. 2002
• Consultation of key partners- Feb. 2003
• Approval of Minister- March 2003
• Translation• Distribution- Nov. 2003
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THE POLICY
• A common core for all three sectors +
• A specific chapter for each sector:
YouthAdultVocational
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OVERALL PERSPECTIVE
• A COMMON VISION IS AT THE CORE
• BASED UPON KEY VALUES
• DESCRIBED THROUGH 10 ORIENTATIONS
• THROUGH A PROCESS OF EVALUATION BASED ON STUDENT LEARNING
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ORIENTATIONS
VALUES
PURPOSES AND PROCESSES OF
EVALUATION
A COMMON VISION OF EVALUATION FOR LEARNING
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VALUES
JUSTICE RIGOUR
INSTRUMENTALFUNDAMENTAL
EQUITY EQUALITY OPENNESS COHERENCE
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At the Center: The Student
• The student is offered learning and evaluation situations
• These situations have 2 functions: * support for learning* recognition of competencies
• These evolve within the framework of 10 orientations
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DEFINITION
Evaluation is the process whereby a judgment is made on a
student’s learning on the basis of information gathered, analyzed and interpreted, for the purpose
of making pedagogical and administrative decisions.
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Evaluation :
Of Learning
For Learning
As Learning
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Two Complementary Purposes
Support for Learning Recognition of Competencies
Summarize(Bilan)
Certify
Recognize Prior Learning
Access learning achievements
Make Diagnosis
Regulate
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The Evaluation Process
Evaluation isA complex
task
Planning
Judgment
Information gathering andinterpretation
Decision/Action
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The Orientations of Evaluation
EVALUATION:
• a factor in achieving success for all students
• a means of helping students achieve their full potential without lowering standards
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Orientation 1: Integration of Evaluation into the Learning Process
Evaluation in the course of learning plays an important role:
•allows the teacher to gather information on learning
•allows the students to make adjustments
•allows us to reconsider the relationship between evaluation and the recognition of competencies
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Orientation 2: Teacher’s professional judgment
The judgment of teachers is the cornerstone of the
act of evaluating.
The exercise of judgment is based upon:
• the references that guide evaluation practices, such as this policy
• the regulatory framework• the standards and conditions set by each
institution• information on evaluation in education
programs and programs of study• the different frameworks on the evaluation of
learning
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This requires:
– that teachers use pedagogical differentiation whereby students develop the required competencies but in different ways.
– Students are offered different educational paths that take their needs into consideration.
Orientation 3: Respecting Differences
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Orientation 4: Conformity with the programs
Evaluation must take into account:
– the characteristics of the competencies, including their complexity
– their comprehensive nature– the situations in which they are applied– the fact that they are developed over
time.
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Orientation 5: Active role of the student
Students should be:
– autonomous and accountable– aware of their characteristics as
learners– encouraged to exercise critical
judgment – able to evaluate themselves and to
participate in evaluation with their teacher or their classmates.
(teachers continue to have the primary responsibility for judging their students’ learning progress)
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Orientation 6: Collaboration of all Stakeholders
• Teachers evaluate their students
• The principal facilitates and ensures evaluation of learning
• School boards ensure that each school evaluates student learning
• The government, professionals, parents, businesses and organizations are partners in the evaluation of learning
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Orientation 7: Reflecting ethical standards
• gives students the appropriate attention
• monitors the learning progress• does not discriminate• respects confidentiality
• justifies decisions to students
and to the parents
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Orientation 8: Improving the quality of language
The entire educational community must become involved to ensure that students use quality language in all activities
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Orientation 9: Certification of Studies
• The Education Act determines powers and responsibilities regarding certification
• The basic school regulations establish the rules for awarding official certification documents
• Requirements for success in line with the school’s mission, social expectations and programs
• Identical certification rules, and adaptation of evaluation conditions when needed
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Orientation 10: Recognition of Prior Learning
• Recognition of prior learning makes it possible to avoid taking unnecessary training
• Recognition of prior learning applies to all education sectors
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Specific Applications of theOrientations- In Review
• Integration of evaluation into the learning process
• Teacher’s judgment• Respecting differences• Conformity with programs• Responsibilities of the student• Collaboration among partners
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MEQ Implementation Plan
A Few Commitments• Provide information and training• Provide support to schools and school
boards and produce instruments• Conduct research activities and encourage
innovation• Ensure coherence with legal documents
such as directives and regulations• Adapt the certification management rules• Ensure that the partners become familiar
with the policy• Update the policy
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A Final Note
William Yeats
Education is not the filling of a bucketbut
the lighting of a fire.
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Educational Services Department Sir Wilfrid Laurier School Board
www.swlauriersb.qc.ca/english/edservices
November, 2003