general education in the youth sector general education in ... · the vocational training student...

REGISTER OF POLICIES, PROCEDURES AND BY-LAWS

C D N O O C H

EVALUATION OF STUDENT LEARNING

General Education in the Youth Sector General Education in the Adult Sector

Vocational Training

ode : Policy 3.3

ate of Coming into Force: June 27, 2005

umber of Pages 25

rigin : Educational Services and Adult Sector

perator and storage site : Legal Department

ategory

istory :

A

Replaces Adult Education Evaluation Policy and Student Learning Evaluation

Resolution no. 05-06-16

Evaluation of Student Learning Policy

Table of Contents

Introduction......................................................................................... page 3 Purposes of Evaluation ...................................................................... page 4 The Orientations of Evaluation ........................................................... page 5 General Principles of Evaluation ........................................................ page 5 School Board and Ministry of Education Evaluations......................... page 7 Reporting of Results........................................................................... page 8 Prior Learning and Recognition........................................................ page 10 Student Retention............................................................................. page 11 Early Admission to Kindergarten or Elementary School .................. page 12 Addendums: Definitions......................................................................................... page 13 Legislation and Regulatory Provisions Relating to Student Retention and Early Admission....................................... page 16 Procedures and Requirements, Early Admission............................. page 18 Literature Review ............................................................................ page 19 Relevant Websites ........................................................................... page 19 Table of Responsibilities .................................................................. page 20 Questions and Answers…………………………………………………page 23

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Introduction

“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” (Ministry of Education Policy on Evaluation). Evaluation is a dynamic decision-making process that involves making judgments about the development and acquisition of competencies(i) by the student. These decisions made by teachers are designed to determine a student’s readiness for learning, need for support, and enhanced learning, to recognize the degree of acquisition of a competency, to recognize prior learning, and, ultimately, to determine official certification. The teacher also supports the communication of student achievement through grading, reporting, student placement, and cycle promotion.

(i) Numbered references can be found in Addendum A on page 12.

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Policy: Purposes of Evaluation

In accordance with the Ministry of Education’s Policy on the Evaluation of Learning*, the Lester B. Pearson School Board believes that the primary purposes of evaluation of student learning are:

• To promote student learning by making evaluation an integral part of the teaching and learning process.

• To recognize the attainment of competencies within the Quebec Education Program,** at the end of a unit, cycle(ii) or period of time. This does not preclude the recognition of additional competencies offered within individual programs or schools.

The Lester B. Pearson School Board believes that in all sectors evaluation of student learning must be communicated to the student, and in the Youth Sector(iii) to the parents / guardians of the student, in order to ensure collaboration. * Policy on the Evaluation of Learning. (2003). Retrieved October 21, 2004, from

http://www.meq.gouv.qc.ca/lancement/PEA/13-4602A.pdf

** Quebec Education Program (QEP). (2004). Retrieved October 21, 2004, from http://www.meq.gouv.qc.ca/DGFJ/dp/programme_de_formation/secondaire/qepsecfirstcycle.htm

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http://www.meq.gouv.qc.ca/DGFJ/dp/programme_de_formation/secondaire/qepsecfirstcycle.htm


The Orientations of Evaluation 1. At the beginning of the teaching / learning process the criteria and indicators

against which performance will be evaluated are made explicit to the learner, according to the level or program or MEQ requirements.

2. Evaluation and feedback are integral components of all aspects of the learning process.

3. Evaluation in the course of learning allows the student to play an active role in evaluation activities, thereby increasing student engagement and accountability.

4. The planning for continued learning, which results from the evaluation of learning involves the collaboration of all stakeholders, taking into account their respective responsibilities.

5. Evaluation enhances the student’s quality of spoken and written language of instruction.

6. Evaluation for certification must be consistent with stated requirements.

General Principles of Evaluation

1. The evaluation and communication of student progress should be based on and

be in accordance with the development and acquisition of the competencies as indicated in the Ministry of Education’s Quebec Education Program*.

2. Evaluation practices must respect and comply with the articles of the Education

Act**, the orientations of the Quebec Education Program, the Ministry of Education Basic School Regulation***, Policy on the Evaluation of Learning**** and other Lester B. Pearson School Board policies and guidelines.

3. Evaluation and recognition of prior learning applies to general education in the

Youth or Adult(iv) sectors and to Vocational Training(v). 4. The values of justice, equality, equity, coherence, openness and rigor must guide

teachers in their evaluation practices. 5. The professional judgment of each teacher is the cornerstone of the evaluation

process, whether this evaluation is carried out by the individual teacher or by the cycle team.

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* Quebec Education Program. (2004). Retrieved October 21, 2004, from http://www.meq.gouv.qc.ca/DGFJ/dp/programme_de_formation/secondaire/qepsecfirstcycle.htm

** Education Act, R.S.Q., ch. I – 13.3

*** Basic School Regulation for Preschool, Elementary and Secondary Education, R.S.Q., ch. I – 13.3, r.31.1

**** Policy on the Evaluation of Learning. (2003). Retrieved October 21, 2004, from http://www.meq.gouv.qc.ca/lancement/PEA/13-4602A.pdf

6. Students do not always learn the same things in the same ways or in the same amount of time. Methods of achieving success vary significantly. Teachers make appropriate adaptations to assessment tasks(vi), strategies or the methods of achieving success in order to ensure that all students have opportunities to demonstrate their achievement of the expected criteria of the competencies in their own way.

In the Adult Sector and in Vocational Training, within the limitations of time and resources available, teachers make appropriate adaptations to instructions. However, students have to meet the minimum performance criteria set by the Ministry of Education.

7. The student’s Individual Education Plan must contain the modifications made to

the criteria. 8. Relevant and clear feedback will be provided to students, and in the Youth

Sector, to parents / guardians of students. 9. The feedback of student achievement focuses on individual student progress

rather than achievement relative to other students.

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http://www.meq.gouv.qc.ca/DGFJ/dp/programme_de_formation/secondaire/qepsecfirstcycle.htm



School Board and Ministry of Education (MEQ) Evaluations

Youth Sector In the Youth Sector, the Ministry of Education requires summative examinations to evaluate learning in all subjects that are compulsory for obtaining a Secondary School Diploma (SSD). In addition, the Ministry of Education may require summative examination at the end of any other course or cycle. Adaptations for students with special needs are provided for under the Sanction des Etudes.* The School Board may require examinations at the end of each cycle in elementary and secondary level.** Adult Sector In the Adult Sector, the Ministry of Education requires an examination for certification purposes in each course. Examinations under the responsibility of Adult Education centres are developed in accordance with the definitions of the domain and in compliance with provincial standards. Vocational Training In Vocational Training, examinations for the purpose of certification must be in accordance with the Tables of Specifications or Analysis and Planning Tables.*** * Gouvernement du Québec, Ministère de L’Éducation (2004). Administrative Manual for the Certification of

Secondary School Studies, General Education, Youth Sector (ISBN 2-550-41817-4) Québec, QC ** Education Act., R.S.Q., ch. I – 13.3, s. 231 *** Tables of Specifications and Analysis and Planning Tables are prepared by the Ministry of Education for

every Vocational Program.

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Reporting of Results

Principals and Centre Directors, after considering proposals from their teachers and after consulting with the Governing Board, are responsible for approving the standards and procedures for the evaluation of learning, and informing the Governing Board.* Youth Sector

• In accordance with Ministry of Education Directives** and Basic School Regulation*** (Régime Pédagogique) in the Youth Sector, official report cards will be issued, as mandated, per year and per cycle.

• The principal annually presents to the Governing Board the school calendar, indicating when and how parents / guardians will be regularly informed about student progress.

• Each report is supported by student work, which indicates evidence of progress towards the predefined criteria.

• In order to promote learning and support communication evidence of progress is shared with the student, the parents / guardians and professionals working with the student.

• Reporting within the subject domains is based on the criteria within the QEP. Behaviour, attitude, effort and attendance are reported outside the subject domains and should not be considered in the evaluation of the specific subjects.

• At the elementary level, reporting on cross-curricular competencies occurs at each reporting period.

• The end-of-cycle(vii) report must summarize and evaluate the development of all subject and cross-curricular competencies by a student during that cycle.

Adult Sector The Adult Education student receives, directly from the Ministry of Education, statements of learning achievement, a statement of competencies and official certification documents.

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Vocational Training The Vocational Training student periodically receives, directly from the Ministry of Education, a statement of marks, a statement of learning achievement upon the completion of the modules, and official certification documents upon the successful completion of the program. Notwithstanding, teachers provide students with feedback after the completion of each module. * Article 96.15 Education Act., R.S.Q., ch. I – 13.3, s. 96.15 ** General Education in the Youth Sector: Preschool, Elementary School and Secondary School

2003-2004 Directives. (July 2003). Retrieved October 21, 2004, from http://cpc.lbpsb.qc.ca/documents/regpeddirectives2003-2004.pdf

*** Basic School Regulation for Preschool, Elementary and Secondary Education., R.S.Q., ch. I – 13.3, r.3

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http://cpc.lbpsb.qc.ca/documents/regpeddirectives2003-2004.pdf


Prior Learning and Recognition (PLAR)

The intention of the recognition of prior learning is to make it possible for people to avoid taking unnecessary training for competencies or knowledge they already possess in whole or in part, in general education or occupational training. Youth Sector In the youth sector, in accordance with the Education Act, the term “recognition of learning achievement” is used. Adult Sector The recognition of prior learning can help identify continuing education needs. Instruments and services available from the Ministry of Education to the adult may include:

• the Prior Learning Examination • the fields of generic competencies • secondary studies equivalency tests • the tests of the General Educational Development Testing Service

(GED) Vocational Training Individuals who can demonstrate that they have acquired competencies targeted by a program, without having enrolled in the program, are entitled to have their prior learning recognized. The evaluation instruments should include recognition of the competencies already acquired, but also identify those that need to be developed.

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Student Retention(viii)

Student retention must be in concurrence with the legislation and regulatory provisions in the Education Act Articles 96.17 and 96.18, and in the Basic School Regulation, Sections 12 and 13 (Addendum B). In exceptional circumstances, following the case review where all possible alternative solutions have been considered and the cycle team, parents and principal formulate a recommendation for retention at the end of a cycle in elementary, the recommendation and the supporting documentation must be reviewed by the Sector Director. A recommendation for retention must include a dynamic plan, which indicates how the learning situation will be modified for the retained student. In cycle two, secondary promotion is by subject.

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Early Admission to Kindergarten or Elementary School

The age of admission for entry to Kindergarten or grade one is five or six years of age, respectively, by September 30th of the school year as stipulated in the Basic School Regulation, Section 12 (Addendum B). The Education Act allows for early admission (Kindergarten Derogation(ix)) providing certain criteria are met. [Education Act. Article 241.1]* The document, Procedures and Requirements for Early Admission, is provided in Addendum C.

* Education Act., R.S.Q., c. I – 13.3

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Addendum A: Definitions

(i) Competency based program A competency-based approach underlies the Quebec Education Program. A competency can be defined as the effective use of knowledge and skills in realistic and novel situations. (ii) Cycle Schools are structured in cycles comprised of two or more grade levels. Elementary school is divided into three cycles, each cycle consisting of two years. Preschool, or kindergarten, is separate and does not formally belong to any cycle. High school is divided into two cycles, the first cycle consisting of two years and the second cycle of three years. (iii) Youth Sector The Youth Sector is composed of preschool, elementary and secondary levels. Students must stay in the Youth Sector until the end of the school year in which they become sixteen years old. Students may stay in the Youth Sector until the end of the school year in which they become eighteen years old (twenty-one years old for certain categories of “handicapped” students). (iv) Adult Sector The Adult Sector is comprised of students aged sixteen and over, not registered in the Youth Sector, who are following general academic courses from basic literacy up to and including a secondary general education diploma. (v) Vocational Training Sector The vocational training sector is comprised of students who are following a vocational program to obtain a secondary diploma in vocational studies.

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Evaluation of Student Learning Policy (vi) Assessment Task In generating evidence of students' learning, a balanced evaluation will be achieved through the use of the widest variety of assessment methods, strategies or tools. It is critical that evaluation tools match competencies targeted whether they be knowledge, understanding, reasoning, or performance skills. Below is a sample list of tools for evaluation:

Sample List of Assessment Tools

anecdotal records artifacts audiotapes checklists criteria group discussion demonstrations of mastery electronic presentations essays examinations exhibitions experiments interviews inventories investigations journals learning logs media products mind maps multiple choice tests observations, formal observations, informal parent input/feedback peer assessments performance tasks personal communications portfolios* projects presentations questioning questionnaires quizzes

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Evaluation of Student Learning Policy rubrics (scoring guides) running records self-assessments simulations surveys videotapes work samples written assignments *Portfolio: A portfolio is a purposeful collection of student work that enhances the understanding of a learner’s progress towards the attainment of the competencies of the curriculum. A portfolio is also documentation of the evolution of student learning that permits the student to gain knowledge of self as a learner and set learning goals.

(vii) End-of-Cycle Report A report issued at the end of the last year of the cycle indicating student progress during the entire cycle. (viii) Retention For students who started their elementary education before July 1, 2000, the Basic School Regulation allows the student to remain in elementary studies for seven years rather than the six prescribed years. This regulation is currently in effect. (ix) Kindergarten Derogation A process whereby in exceptional cases, a procedure to admit to classes a child who has not attained the legal age of admission (i.e. Five years as of September 30th for Kindergarten or six years for grade one (Education Act 241.1). (x) Andragogical An approach to teaching and learning that is suitable to the needs and characteristics of adult learners.

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Addendum B: Legislation and Regulatory Provisions Relating to Student Retention and Early Admission

Education Act Education Act - Section 96.17: Following a request, with reasons, from the parents of a child who has not achieved the objectives of preschool education, the principal may admit the child, as prescribed by regulation of the Minister, to preschool education for the school year in which he would be eligible for admission to elementary school education, if there are reasonable grounds to believe that such measure will enable the child to achieve those objectives. Education Act - Section 96.18: Following a request, with reasons, from parents of a student who has not achieved the objectives or mastered the compulsory notional contents of elementary school education at the end of the period fixed by the basic school regulation for mandatory promotion to secondary school, the principal may admit the student, as prescribed by regulation of the Minister, to elementary education for an additional school year, if there are reasonable grounds to believe that such measure will enable the student to achieve those objectives or master those notional contents. Basic School Regulation for Preschool, Elementary and Secondary Education Section 12: Children who reach the age of five before 1 October of the current school year and whose parents have submitted an application shall be admitted to preschool education. Children who reach the age of six before 1 October of the current school year shall be admitted to elementary school. Section 13: A student shall be promoted from elementary to secondary school after six years of elementary studies; a student may however be promoted after five years of studies if he or she has achieved the objectives of the programs of studies at the elementary level and has acquired sufficient emotional and social maturity. It is up to the school board responsible for the elementary education of the student to determine whether or not that student satisfies the requirements of the elementary level. The following texts have been has been taken from the Draft Regulation – Amendments to the Basic School Regulation* in anticipation of the new basic school regulations which will come into force the 2005 – 2006 school year. *Basic School Regulation for Preschool, Elementary and Secondary Education., R.S.Q., ch. I – 13.3, r.3.1

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Amended – Section 13 by adding the following paragraph: The first paragraph shall not prevent a year from being added at the end of the first or second cycle of the elementary level. Adding a school year is an exceptional measure that may be used only once at the elementary level and may be used only if there are reasonable grounds to believe that an additional year will enable the student to achieve the objectives of the programs of studies of the cycle. Amended – Section 28 is replaced by the following: The evaluation is a process that consists of making an assessment of learning on the basis of information that has been collected, analyzed and interpreted, with a view to educational or administrative decision-making. A decision to promote a student to the next cycle shall be based on the student’s end-of-cycle report or annual summary of learning and on the rules governing promotion established by the school or the school board, according to their respective responsibilities. In the second cycle of the secondary level, the promotion of a student to the next year shall be by subject.

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ADDENDUM D

Literature Review Brown, Randy and Chairez, Maria (Spring 2000). Middle-Level Retention Alternative Program. Program Profile: National Dropout Prevention Newsletter Cloud Duttweiler, Patricia (Spring 2000). Providing Workable Alternatives to Retention. Viewpoint: National Dropout Prevention Newsletter Centre for Policy Research in Education (1/1990). Policy Briefs: Repeating Grades in School – Current Practice and Research Evidence Ministry of Education, Policy on the Evaluation of Learning, (2003). Bibliothèque national du Québec

ADDENDUM E

Relevant websites

• Policy on the Evaluation of Learning (Adobe pdf file) http://www.meq.gouv.qc.ca/lancement/PEA/13-4602A.pdf

• Policy on the Evaluation of Learning (Abridged Version Adobe pdf file) http://www.meq.gouv.qc.ca/lancement/PEA/13-4602-03A.pdf

• Education Services Department (ESD) http://esd.lbpsb.qc.ca/quicklinks.htm (This takes the user to ESD main page of choices.)

• Education Services Department → QEP Resources (This is a direct link to a page of reform document links.)

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RESPONSIBILITIES REGARDING EVALUATION

Ministry of Education

• To set the rules that govern the evaluation of student learning and the certification of studies.

• To ensure the application of the rules. • To determine the criteria and conditions for the recognition of prior learning.

Council of Commissioners

• To initiate the development, revision or modification of the evaluation policy as outlined in the Policy Development document.

Senior Administration

• To make suggestions to the Council and to assist the Council in the development, review or modification of the evaluation policy.

• To conduct the Board’s consultation process and to ensure full access to the adopted version of the evaluation policy document.

• To ensure that schools and centres evaluate student learning and administer MEQ examinations.

• To require, where necessary, examinations in any course or cycle in the Youth Sector.

• To establish the conditions and manner of out-of-classroom evaluation activities (including, but not limited to, home schooling, distance education and workplace training).

School and Centre Administration

• To implement the evaluation policy. • To review and suggest possible modifications to the evaluation policy. • To ensure that Governing Boards are presented with the current evaluation

policy, and ensure that the public has access to the policy.

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• To consult the Governing Board on the proposals he/she has approved in consultation with staff for the standards and procedures for the evaluation of student achievement.

• To present, annually, the current school calendar to the Governing Board, indicating when and how parents / guardians will be regularly informed about student progress.

• To ensure the regular reporting of student progress according to the standards established by the MEQ and the school board.

• To act as a facilitator for cycle and/or school teams in the Youth sector, and to program teams in vocational training.

• To provide pedagogical/andragogical(x) leadership to teachers regarding the evaluation of learning.

• To ensure that the development of evaluation instruments, for certification purposes, not produced by the MEQ are in accordance with the MEQ regulations.

Teachers

• To evaluate student learning, by planning the evaluation activities, using strategies and evaluation instruments suitable to each situation, and judging their students’ learning progress and development of competencies.

• To develop evaluation instruments to support learning in accordance with the proposal for standards and procedures for evaluation approved by the principal.

• To propose appropriate enrichment and support measures for students. • To make the appropriate adaptations to tasks, strategies, and methods used

in the evaluation process. • To ensure that students play an active role in their evaluation activities. • To ensure that parents are provided with an explanation of the evaluation

process. Governing Boards

• The governing board is responsible for approving the approach proposed by the principal for the implementation of the basic school regulation*.

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Evaluation of Student Learning Policy Parents / Guardians

• For the parents / guardians of students who are minors, to monitor their children’s learning progress, and to take appropriate action in consultation with the educators.

• For parents / guardians desiring early admission of their child to school, to follow the Procedures and Requirements for Early Admission, as delineated in Addendum C.

Students

• To participate actively with their teachers in their evaluation activities. • To use evaluation and feedback to gradually take charge of their learning.

* Education Act., R.S.Q., ch. I – 13.3

Other stakeholders

• For businesses and organizations that take in student trainees, to collaborate in the evaluation of learning, in particular with regard to practicums.

• For professionals working with students and teachers, to help teachers

determine the most appropriate pedagogical/andragogical actions to support students in their learning.

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Questions & Answers

POLICY Evaluation of Student Learning

General Education in the Youth Sector General Education in the Adult Sector Vocational Training

The Evaluation Policy Committee would very much like to thank those individuals and groups who took the time to respond to the Lester B. Pearson School Board consultation on the draft policy. The following answers are provided in response to the several recurring questions. As the report card is one tool for reporting student progress, a number of the comments, understandably, addressed the report card. The purpose of the policy is to provide the orientations and general principles of evaluation which will guide the construction of specific report cards. It is not the purpose of the policy to create or change report cards. Therefore, comments on report cards have not been responded to. Two committees, one elementary and one high school, are presently looking at current report card formats. Similarly, responses from the consultation, which sought more information on strategies at the classroom level, and which could be used to implement the policy, were noted by LBPSB administration, but not addressed in the revision of the policy. #1 Q Should all cross curricular competencies be reported on each term? #1 A This policy does not make reporting on all cross curricular competencies

every term mandatory. However, there is recognition by the Evaluation Policy Committee, administration and schools who responded to the consultation, that the cross curricular competencies are central to a student’s profile. The feasibility of reporting on every cross curricular competency every term is what was in question, not their value.

#2 Q Is having all schools use the same Evaluation Policy consistent with

MEQ Education Program? #2 A The values, beliefs and the goals a school board wishes to achieve in

supporting learning for all students are reflected in its policies. School board policies delineate the larger provincial parameters under which a

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Evaluation of Student Learning Policy school board must operate and add the framework by which schools can

respond to individual communities. Establishing policies creates an understanding of the position of a school board and is recommended legally.

#3 Q To who should the criteria for evaluation be made explicit? #3 A The teacher should make the criteria for evaluation explicit to the student,

and parents of the student in the youth sector, at the beginning of the teaching/learning process. One way that this can be done is through the use of a rubric (scoring guide).

#4 Q How is focusing on individual student progress rather than achievement

relative to other students in keeping with entrance requirements to CEGEP?

#4 A At the high school level marks must be given in cycle two. As there are

numerous province wide exams the sample size is large enough to make norm-referencing valid. CEGEPs have always used the results of these exams and will be able to continue to do so. Assessments carried out by an individual teacher in an individual class using a bell curve rather than criteria will not provide valid information as the group size is too small, standards and practices vary too much from teacher to teacher. An “A” in one class could be a “C” in another class.

#5 Q When is retention permitted? #5 A Changes to the Basic School Regulation will help clarify rules for retention

so that it will be evident that retention can occur at the end of cycle one, cycle two or cycle three. Retention can not occur within a cycle.

#6 Q Is “handicapped” the correct term? #6 A The term “handicapped” is used in the Education Act, and is therefore

used for legal purposes within the school board policies, including the policy on Students with Special Needs.

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general education in the youth sector general education in ... · the vocational training student...

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