Policy on the Evaluation of Learning GENERAL EDUCATION IN THE YOUTH SECTOR GENERAL EDUCATION IN THE ADULT SECTOR VOCATIONAL TRAINING REACH for your DREAMS

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

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

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.

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

Equal Rights Movement- 1960’s Equal access to education for all –university entrance exams –SAT’s –Equal rights for minorities and low SES

The Present into the Future… Success and High Quality Education for All -observation -projects -performance assessment -authentic assessment -rubrics, journals, portfolios

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

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

Stages Following the Consultation Development of a draft policy- Nov Validation by representatives from all sectors- Dec Consultation of key partners- Feb Approval of Minister- March 2003 Translation Distribution- Nov. 2003

THE POLICY A common core for all three sectors + A specific chapter for each sector: Youth Adult Vocational

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

ORIENTATIONS VALUES PURPOSES AND PROCESSES OF EVALUATION A COMMON VISION OF EVALUATION FOR LEARNING

VALUES JUSTICE RIGOUR INSTRUMENTAL FUNDAMENTAL EQUITY EQUALITY OPENNESS COHERENCE

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

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.

Evaluation : Of Learning For Learning As Learning

Two Complementary Purposes Support for Learning Recognition of Competencies Summarize (Bilan) Certify Recognize Prior Learning Access learning achievements Make Diagnosis Regulate

The Evaluation Process Evaluation is A complex task Planning Judgment Information gathering and interpretation Decision/ Action

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

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

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

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

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.

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)

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

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

Orientation 8: Improving the quality of language The entire educational community must become involved to ensure that students use quality language in all activities

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

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

Specific Applications of the Orientations- In Review Integration of evaluation into the learning process Teacher’s judgment Respecting differences Conformity with programs Responsibilities of the student Collaboration among partners

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

A Final Note William Yeats Education is not the filling of a bucket but the lighting of a fire.

Educational Services Department Sir Wilfrid Laurier School Board November, 2003