Direction de l’évaluation April 2011

Agenda - New frameworks (20-30 min.) - Grade 6 data collection (10 min.) - Summer marking centres (10 min.) - June EESL exam (10 min.) - Prototype examinations (15 min.)

New frameworks Evaluation of learning (See QEP and Progression of learning) Verify the knowledge acquired by the student Evaluate the student’s ability to apply the knowledge acquired Evaluation criteria Proficiency of subject-specific knowledge targeted in the Progression of Learning Same criteria as before Fall 2010 Spring 2011

New frameworks—Example Proficiency of subject-specific knowledge targeted in the Progression of Learning: Culture* Language Repertoire Strategies* Participation in oral interaction Content of the message Articulation of the message Use of strategies and resources* (Cycle One) Management of strategies and resources* (Cycle Two) Evaluation criteria

New frameworks Knowledge will be evaluated at specific times chosen by the teacher, who will determine the importance of the various dimensions to be evaluated in calculating the student’s mark.

New frameworks * The student must be provided with feedback on this element, but the element must not be considered when determining the student’s mark in the report card.

New frameworks This arrow indicates that the evaluation of learning involves a process of going back and forth between the acquisition of subject-specific knowledge and the understanding, application and use of this knowledge. Evaluation must thus take place throughout the learning process to ensure proficient knowledge.

New frameworks—Example At the end of an LES, I expect my students to be able to write a movie review. When planning the LES, I determine that I need to teach/revise the following: - text components of a movie review - vocabulary related to movies (e.g. director, supporting actor) - simple present tense, since I expect students to write the synopsis in the present tense - use of apostrophe, because I’ve noticed most don’t know how to use it

New frameworks—Example I may decide to evaluate students’ knowledge of what has been learned. For example, I may have them deconstruct a movie review or verify if they know how to properly use apostrophes. This evaluation would fall under the knowledge criterion (deconstructing is under C2 and using apostrophes under C3). When students actually carry out the final task and write a movie review, I use the criteria on the right.

Grade 6 data collection - Phase I was done in Phase II will take place this spring. - The last phase will be in the spring of Forty schools have been selected. - Of the 40 schools, eight have been selected for the evaluation of oral interaction. - Twelve hundred copies will be marked in August for C2.

Summer marking centres - We will hold two marking centres in Montreal from August 15 to August 20: - June 2011 Sec. V Core C3 exam - June 2011 Sec. V EESL C2-C3 exam - We would appreciate getting about 30 copies— stripped of student names—from school boards (with board’s blessing!). - For Core, we will be able to see differences from June 2010.

Summer marking centres We will need to hire approx. 15 Sec. V EESL teachers for the EESL marking centre. Teachers have to be within reasonable driving distance of the MELS in Montreal. We will send information at the end of May.

June 2011 EESL exam - Any questions?

Prototype examinations - Both Sec. IV prototype exams will be online shortly, hopefully this week. Both are about Alcatraz and allow teachers to evaluate C2 and C3. -The Sec. V C2 prototype, The Mystery of Oak Island, should be online next week. - Two new versions of Echoes From the Past will be online in the spring: - Louis-Hippolyte La Fontaine House - Winter Street Prison

Prototype examinations Sec. V Core The Mystery of Oak Island Sec. IV Core Touring ‘The Rock’ Sec. IV EESL Escape From Alcatraz C2C2-C3 Prepare storyboard for multimedia presentation Write script for audio tourWrite Chapter 3 of historical novel 5 hours 30 min., including a 3-hour block 5 hours 30 min., including a 3-hour block 5 hours, including a 3-hour block Students watch the first three sequences of the multimedia presentation and prepare the next two. Students listen to the first three sequences of the multimedia presentation and prepare the next two. The guide includes an example of historical fiction and a handout on how to write historical fiction. Exemplars are included.Exemplars will be published later in the spring.

Prototype examinations Sec. V Core The Mystery of Oak Island Sec. IV Core Touring ‘The Rock’ Sec. IV EESL Escape From Alcatraz Both feature an interview with Jolene Babyak, but the editing is different. If students do not invest time and effort in the preparation task, they will struggle in the final task and will likely run out of time.