1. Science and technology in elementary school Evaluation in the cycles 2 and 3 Spring 2013 1

2. Evaluating in science and technology in elementary school What? How? 2

3. To start: The benchmarks for evaluating learning in elementary school What? 3

4. The evaluation policy, basic school regulations, the evaluation framework, the Training Program and the Progression of Learning: The basic references 4

5. What is the evaluation of learning? According to the Policy on the Evaluation of Learning : “Evaluation is the process which consists in passing judgement on learning, based on data collected, analysed and interpreted with view to pedagogical and administrative decisions.” Justice Equality EQUITY Coherence RIGOUR Openness 5

6. The six first orientations for evaluation 1. Evaluation during teaching must be integrated into the student’s learning dynamic. 2. The evaluation of learning must be based on the teacher’s professional judgment. 3. The evaluation of learning must take place while respecting individual differences. 4. The evaluation of learning must comply with education and study programs. 5. The evaluation of learning must promote the active role of the student in evaluation activities while learning, thus increasing his responsibility. 6. The evaluation of learning must take place within the context of cooperation between the various partners while taking into account their specific responsibilities. 6

7. The six first orientations for evaluation 1. Evaluation during teaching must be integrated into the student’s learning dynamic. 2. The evaluation of learning must be based on the teacher’s professional judgment. 3. The evaluation of learning must take place while respecting individual differences. 4. The evaluation of learning must comply with education and study programs. 5. The evaluation of learning must promote the active role of the student in evaluation activities while learning, thus increasing his responsibility. 6. The evaluation of learning must take place within the context of cooperation between the various partners while taking into account their specific responsibilities. 7

8. The function and process for evaluating learning ( Policy on the Evaluation of Learning) The two main functions of evaluating learning are:  Helping to learn  Recognising competencies The evaluation of learning process Planning Collecting, analysing and interpreting data Assessment Decision making and action Communication 8

9. The frameworks for evaluating learning (since July 1 st 2011) The teacher, the main player in evaluating learning Knowledge is evaluated at times chosen by the teacher, determining the importance to be accorded to the various elements to be evaluated in the student’s results. (Evaluation framework, page 4) Section 19 of the Education Act stipulates that teachers are entitled to select “the means of evaluating the progress of students so as to examine and assess continually and periodically the needs and achievement of objectives of every student entrusted to [their] care.” Teachers should therefore use a variety of means to evaluate student learning. ( Evaluation framework, page 4) Message from Mr. Alain Couture, responsible for the evaluation of learning in science and technology, May 9th, 2011 9

10. Two facets to consider  Mastery of knowledge (A single evaluation criteria) Progression of Learning  Mobilisation of knowledge within a context (4 evaluation criteria) Education Program Progression of Learning Implementing a process 10

11. The criteria and their application in context 11

12. Mobilisation of knowledge We “infer” the assessment of the mobilisation of knowledge. We deduce using a task that provides the opportunity to exercise all the poles in context. Know-how AttitudesConnaissances Strategies 12

13. Mobilisation of knowledge We “infer” the assessment of the mobilisation of knowledge. We deduce using a task that provides the opportunity to exercise all the poles in context. Know-how AttitudesConnaissances Strategies The assessment made is as valid and reliable as the tool being used … 13

14. Evaluating in science and technology in elementary school How? 14

15. We know what to evaluate. But how do we provide a result on the report card while respecting these stipulations? 15

16. Our proposal Implement the general learning process 16

17. Cr 1 – Adequate description of the problem 17

18. Cr 1 - Adequate description of the problem 18

19. Cr 2 – Implementation of an appropriate process 19

20. Cr 2 – Implementation of an appropriate process 20

21. Cr 3 – Appropriate use of instruments, tools or techniques 21

22. Cr 2 – Implementation of an appropriate process 22

23. Appropriate use of instruments, tools or techniques 23

24. Cr 2 – Implementation of an appropriate process 24

25. Cr 4 – Appropriate use of scientific and technological knowledge 25

26. Cr 4 – Appropriate use of scientific and technological knowledge For this criteria, traces can be found throughout the process and the student booklet. For example: In the reformulation; In the justification of the hypothesis; In the thought process concerning the results obtained; On the sketches and diagrams; When the report is written; Etc. 26

27. Evaluating science and technology in elementary school True or false? 27

28. True or false? Knowledge from the Progression of Learning may be evaluated with no context. Must it (or may it) be considered when disciplinary results are established? 28

29. True or False? The knowledge to which a problem refers is derived from the Progression of Learning. It can (must) be evaluated and considered in the disciplinary result. 29

30. True or False? Explicit teaching, demonstrations, an exercise, a procedure for use, a check list and so on are still desirable practises. Must they (or may they) be considered when disciplinary results are established? 30

31. True or False? The task suggested to the student must, as often as possible, enable the student to mobilise the entire competency, namely to allow him to familiarise himself with all the elements promoting the understanding of the criteria. 31

32. True or False? The aim of the plan should be student autonomy for each of the “highlights” in the deployment of the process. 32

33. Evaluation in science and technology in elementary school Continued… Is that all? 33