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ENTREPRENEURSHIP Using a Learning and Evaluation File Teacher’s Guide

Direction de l’évaluation des apprentissages

June 2014

TABLE OF CONTENTS

Introduction ................................................................................................................................. 3

1. Frames of Reference .............................................................................................................. 4

1.1 Program of study ......................................................................................................... 4

1.2 Basic school regulation ............................................................................................... 4

1.3 Framework for the Evaluation of Learning .................................................................. 5

2. Constructing a Learning and Evaluation File ....................................................................... 6

2.1 Learning and evaluation planning .............................................................................. 7

2.2 Selection of evidence ................................................................................................. 7

2.3 Characteristics of the evidence .................................................................................. 8

2.3.1 Explained and annotated evidence .............................................................. 9

2.3.2 Relevant, sufficient and representative evidence ....................................... 11

2.4 Interpretation and communication ........................................................................... 13

2.5 Reflection ................................................................................................................. 15

2.6 Resources ................................................................................................................ 18

2.6.1 Planning tool ............................................................................................... 18

2.6.2 Checklists ................................................................................................... 19

2.6.3 Example of an evaluation rubric ................................................................. 22

3. Recording Tools .................................................................................................................... 23

3.1 Choosing tools ......................................................................................................... 23

3.2 Recording tools adapted for Career Development .................................................. 24

3.2.1 Blog ............................................................................................................ 24

APPENDICES ............................................................................................................................. 25

APPENDIX I Charles’ Reflection ............................................................................. 26

APPENDIX II Checklists .......................................................................................... 27

APPENDIX III Know Yourself – Checklist ................................................................. 28

APPENDIX IV Planning an Entrepreneurial Project – Checklist ............................... 29

APPENDIX V Explore – Checklist ............................................................................ 30

APPENDIX VI Reflection – Checklist ........................................................................ 31

APPENDIX VII Model – Checklist .............................................................................. 32

APPENDIX VIII Evaluation Rubric ............................................................................... 33

APPENDIX IX Learning and Evaluation Process ...................................................... 34

REFERENCES ........................................................................................................................... 35

Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 3 Teacher’s Guide

Introduction This guide has been created to support schools in implementing learning and evaluation files (LEFs) in

the classroom.

Given the specific pedagogical context of the Entrepreneurship program, where a student is the main

player involved in carrying out projects, while at the same time being a member of a team, an LEF can be

helpful in supporting student learning as well as in evaluating that learning. Based on the guidance-

oriented approach to learning,1 the Entrepreneurship program was designed to help students develop,

through entrepreneurial projects, an entrepreneurial spirit, that is, a mentality that is conducive to taking

initiatives, meeting challenges and becoming the architect of one’s own future (Entrepreneurship

program, page 1). It is important that the teacher and students focus as much on the learning and

evaluation of the process involved in carrying out a project as on the work produced (project planning,

schedule, list of resources, etc.).

This guide suggests avenues for exploration and resources that teachers can use at their discretion in

order to support and guide their students in constructing their LEFs.

The avenues for exploration presented in this guide are in line with the values and orientations in the

Policy on the Evaluation of Learning. They exemplify the Policy’s evaluation process, which consists in

planning, gathering information, interpreting, making judgments and making decisions, and

incorporate the two functions of evaluation: support for learning and recognition of learning.

1 The Entrepreneurship program allows students to follow the guidance-oriented approach to learning through the development of

the subject-specific competencies Determines his/her suitability for entrepreneurship and Implements an entrepreneurial project.

Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 4 Entrepreneurship

1. Frames of Reference

This guide takes into account the prescribed frames of reference related to teaching and evaluation: the

program of study, the Basic school regulation and the Framework for the Evaluation of Learning for the

Entrepreneurship program.

1.1 Program of study

This guide is consistent with the Entrepreneurship program, more specifically the pedagogical context of

this program, the different learning associated with the two competencies (Determines his/her suitability

for entrepreneurship and Implements an entrepreneurial project), the development of competencies and

the program content.

1.2 Basic school regulation

The Basic school regulation for preschool, elementary and secondary education regulates the provincial

report card. Under this regulation, the provincial report card:

must be used in all public and private schools throughout Québec

must be issued to parents at specific times during the year, no later than November 20, March 15

and July 10

includes three terms that have the same weighting in all Québec schools (marks are calculated

using the information specified in the applicable Framework for the Evaluation of Learning):

• results of Term 1: 20%

• results of Term 2: 20%

• results of Term 3: 60% (student’s overall competency development)

continues to present marks expressed as percentages as well as group averages

includes only one mark per subject, except in language of instruction, second language,

mathematics and science, for which detailed results are presented for each competency or

component; for the Entrepreneurship program, a comprehensive mark based on the criteria

in the Framework for the Evaluation of Learning is recorded

includes, for Terms 1 and 3, not only teacher comments regarding subject-specific competencies,

but also comments on two of the following cross-curricular competencies:

• Exercises critical judgment

• Organizes his/her work

• Communicates effectively

• Works in a team


1.3 Framework for the Evaluation of Learning

The Framework provides the guidelines for evaluating student learning for the purpose of determining the

marks that will be recorded in the provincial report card.

Criteria for evaluating the two competencies

The Framework for the Evaluation of Learning for the Entrepreneurship program contains the following

four evaluation criteria as well as information clarifying these criteria:

• Proficiency of subject-specific knowledge

• Relevant planning

• Effective implementation of an entrepreneurial project

• Relevant reflection

The marks to be indicated in the report card are based on three of the four criteria: relevant planning,

effective implementation of an entrepreneurial project and relevant reflection. The overall evaluation

of the two competencies is based on these criteria. Like the criteria, the information clarifying them is

based on the key features, competencies and the expected outcomes of the Entrepreneurship program.

As for Proficiency of subject-specific knowledge, students must be provided with feedback on this

element, but the element must not be considered when determining the students’ marks in the report

card. This criterion refers to program content, that is, entrepreneurial qualities, strategies, resources,

knowledge related to entrepreneurship, socioeconomic and cultural elements and cultural references.


2. Constructing a Learning and Evaluation File

An LEF consists of samples of student work, or evidence (productions, observations, discussions), that

are gathered throughout the learning process and that can be used for both regulation and recognition of

learning.

Student’s role

The student plays a key role in gathering this information, and must be fully involved in his or her learning

and evaluation process. The student is expected to comment on personal productions and learning, to

analyze and regulate his or her learning process and to be involved in selecting relevant pieces of work.

This evidence helps the student take a critical look at his or her learning in order to:

• assess personal progress

• make connections between past and future learning

• set objectives by examining what he or she found easy and what was more difficult

• put into words processes and learning that are often abstract in nature (e.g. strategies used to

carry out a specific task)

• analyze his or her task and recall the actions taken to carry it out, which will subsequently help

him or her transfer that learning to other contexts

Teacher’s role

The greatest challenge for the teacher is to ensure that the evidence gathered attests to the development

of the two competencies, in other words, that it is representative of the student’s learning. The teacher

should support and guide students in determining the selection criteria and in choosing the evidence to

include in their files. Also, in order to assist students in regulating their learning, the teacher must provide

feedback based on the evidence that students have selected throughout their learning.

This evidence helps the teacher examine:

• the strategies used

• the steps involved in completing an activity or project

• possible improvements (regulation)

• “proof” of what has been learned

The evidence may also highlight aspects that are not always obvious, such as the connections that

students make between elements of their entrepreneurial profile, between their experiences and their

profile, etc.


2.1 Learning and evaluation planning

To ensure that the evidence collected is relevant, the teacher must plan what the students are expected

to learn and how they will be evaluated. Planning must take into account the competencies to be

developed, the program content and the evaluation criteria in the Framework for the Evaluation of

Learning.

Requirements that evolve during the year

Given the weighting assigned to each term (20%, 20%, 60%), the teacher must set requirements that are

realistic in terms of the amount of time available for the students to develop competencies and construct

the knowledge required by the program.

At the end of the year, in order to calculate the mark for Term 3, the LEF must enable the teacher to

determine the student’s overall competency development. The mark must be based on the Framework

for the Evaluation of Learning for the Entrepreneurship program.

A sample planning document (see 2.6.1 Planning tool) has been produced to help teachers focus on the

requirements associated with student learning and with the expected outcomes.

Within the context of an LEF, it is useful to have a timely discussion with the students in order to specify

the requirements. Means of differentiating evaluation could also be planned.

2.2 Selection of evidence

It is important that the LEF include evidence that highlights what the students have learned. When

selecting the evidence, the validity of the evaluation must be protected, that is, the samples must be

relevant, sufficient in number and representative of the learning.

Determining the selection criteria

For students to be engaged in their learning and evaluation, it is important that teachers work with them in

establishing the criteria for selecting samples of their work; however, teachers must first and foremost

take their own learning and evaluation planning into consideration.

Because teachers must, at one time or another during the year, make a judgment on students’ learning,

the evaluation criteria must be reflected in the selection criteria. Other elements can also be included,

such as a criterion that allows students to include work of which they are proud in their files.

Students play a key role in selecting samples of their work. Guided by their teacher and basing their

selections on the established criteria, they select the most relevant evidence of their learning. By taking

an active role in evaluation, students realize that they have a certain power, a control over their success.

This encourages their engagement and motivation.


Choose the best time to make the selection

So that students will not see the task as too arduous and lengthy, teachers can plan for the students to

select samples of their work at various times during the term. In this way, teachers meet the end-of-term

evaluation requirements and also encourage students to regulate their learning by analyzing the items

selected. Students should be able to monitor the progress of their learning on a regular basis.

In class Ms. C. and the times chosen to select samples of student work Ms. C. is an experienced Entrepreneurship teacher, so she knows that she has to keep reminding students that they need to choose relevant samples based on the selection criteria that they have established together. In addition, once the project has started, she sets aside time at the beginning of each period for students to analyze the work they have done in and out of class with a view to selecting relevant evidence for evaluation purposes. The students also know that, systematically, at the end of each project, they are to choose relevant samples of their work based on the established selection criteria. Some samples have already been chosen but other samples remain to be selected or prepared. The end of a term is another time of the year when Ms. C. checks with the students to ensure that she has all the evidence necessary to make her judgment. At the end of a term, this is most likely to be a verification process as most students have already collected the relevant samples of work and Ms. C. has already evaluated most of that work.

2.3 Characteristics of the evidence

In Entrepreneurship, students participate in different entrepreneurial experiences during the school year

that, for the most part, take the form of entrepreneurial projects. While planning and participating in these

experiences, they develop their competencies and produce evidence of their learning (processes and

productions) upon which they will be evaluated for the purposes of supporting or recognizing learning.

The evidence can comprise student productions or notes taken by the teacher during formal or informal

observations and during discussions with or among the students.


In class Different examples of evidence produced: by the student: by the teacher:• Notes • Graphic organizer • Written reflection • Recorded reflection • Concept map • Photo • Video • Wiki page • Self-evaluation • Checklist • Peer evaluation

• Observations • Notes • Feedback

2.3.1 Explained and annotated evidence

Explained evidence

The student must, when necessary, explain this evidence. These explanations or reflections, which may

take the form of analyses, justifications, etc., should be associated with different types of productions and

should detail the process by which these productions were carried out. Explanations may also indicate

connections between two or more pieces of evidence. By explaining why they chose certain evidence,

students become aware of their learning and how they learned. This enables students to set new learning

goals for themselves and determine the next steps in their work.

Annotated or evaluated evidence

This evidence must, when necessary, be evaluated or commented on by the teacher, classmates,

parents, or by the student himself or herself. The evaluations or comments can pertain to a production or

to a reflection on a production.


In class

A piece of explained and annotated evidence Charles put together a collage presenting his main entrepreneurial qualities. He also wrote a reflection (an explanation of the elements chosen) and his teacher commented on this reflection.

Production: A collage made in class

Production: A reflection Charles explains his collage and his classmates’ comment with respect to his

entrepreneurial qualities. He establishes his interests and personal challenges. (This production is reproduced in Appendix I.)

Annotated or evaluated evidence: The teacher comments on the strengths of the work and invites the student to further reflect.


2.3.2 Relevant, sufficient and representative evidence

It is important that the evidence selected be relevant, sufficient in number and representative: it must

paint a portrait of the development of a student’s competencies and touch on all the criteria in the

Framework for the Evaluation of Learning.

Relevant evidence

A piece of evidence is relevant when it directly relates to at least one evaluation criterion in the

Framework for the Evaluation of Learning and one key feature or competency of the program. The

explanation of the context or justification of the choice as well as the evaluation of the evidence are also

elements to consider during an evaluation.

Most pieces of evidence produced in class are relevant. There are some, however, that are less relevant

and this means that the task set before the students must be adjusted.

Making a piece of evidence more relevant

Piece of evidence with no connections

to the development of the competencies or evaluation criteria

EVIDENCE LACKING IN RELEVANCE

Piece of evidence with direct connections to the development

of the competencies and evaluation criteria

RELEVANT EVIDENCE

List of community needs This becomes relevant when, after assessing needs, the student specifies his/her preferences by associating his/her different interests with these needs.

List of entrepreneurial qualities (list only, without reflection)

This becomes relevant when the student identifies his/her entrepreneurial qualities and reflects to make connections with his/her experiences (connections with strategies and resources) in order to define his/her entrepreneurial profile.

List of tasks to carry out and resources to use

This becomes relevant when the student establishes connections between the tasks and resources, and elements of his/her entrepreneurial profile.

Meeting with an entrepreneur (entrepreneurial experience)

This becomes relevant when the student identifies the requirements of entrepreneurship and makes connections with his/her own profile and type of involvement.


Sufficient evidence

To assess whether there is a sufficient amount of evidence, such factors

as the time of year and the number of classes the student has had must be

taken into account. It is therefore difficult to specify exactly how many

pieces of evidence must be considered, but the teacher must have enough

evidence to be able to make a judgment on the development of the two

competencies.

Representative evidence

It is important that the evidence collected be representative of the

development of the various key features of the two competencies. For this

reason, the connection with each phase of the learning and evaluation

process (KPER: Know Yourself, Plan, Explore, Reflect)2 is another way of

ensuring that the evidence collected is representative (see Appendix IX).

In class

Charles and the selection of evidence For the end of Term 2, Charles selects evidence that shows his progress in planning tasks. Here are some examples of the evidence selected:

• A text that explains the choice of steps to be carried out and of resources to be used. Charles makes connections between the choice of resources and his ability to use them.

• A report from his supervisor, because he worked for the municipality last summer. This report highlights some of his qualities, a number of which are entrepreneurial characteristics.

2 The following terminology is used in Appendix IX and may also be used in schools: PPPP, which refers to the phases Profile, Plan, Proceed and Ponder.

An example of the integration of competencies and evaluation criteria: the learning and evaluation process (KPER)

The learning and evaluation process reflects what goes on in the class, in action, during the development of competencies. The process designated by the acronym KPER represents the four phases that the student goes through when he/she mobilizes the two competencies, their key features and the program content when implementing entrepreneurial projects.

Know Yourself Plan Explore Reflect Making connections among the different phases of the KPER learning and evaluation process, permits planning and a judicious selection of the different pieces of evidence to be gathered for the evaluation of the learning that has been accomplished. Checking to see if evidence has been produced for each phase of KPER (Know Yourself, Plan, Explore, Reflect) ensures that the evidence selected is, in its entirety, relevant, sufficient and representative of the two competencies and evaluation criteria.


2.4 Interpretation and communication

Choose the right times to interpret the evidence

The challenge for teachers is to analyze the selected pieces of evidence as they are collected in order to

support students in their learning and not find themselves at the end of the term needing to interpret a

large number of samples of student work when calculating the mark for the report card.

In class Interpretation of pieces of evidence Ms. C. frequently consults the student files where all the selected evidence has been placed. If necessary, these pieces of evidence are commented on and evaluated on an ongoing basis. Ms. C. has developed a certain routine. By consulting the LEFs on a regular basis she does not find herself overwhelmed at the end of a term. Finally, using an interpretation rubric, she interprets these pieces of evidence and calculates the mark to be communicated for that time of the year.

Communicating the results

The Resources section of this guide contains a sample rubric for interpreting the selected evidence. A

rating can be given for the development of the two program competencies, based on the teacher’s

interpretation. In the sample rubric (2.6.3), level 3 is the minimum performance standard. In accordance

with established evaluation practices, the teacher will calculate the marks in the form of a percentage.


In class Here is an example of evidence that Charles collected for the first term. It contains a list of the various pieces of evidence selected, and, for each piece, the connections with their characteristics as well as with the evaluation criteria.

Charles: Example of evidence collected for Term 1

KPER phase classification

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PIECES OF EVIDENCE collected

Pieces of evidence Meets evaluation criteria

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Know Yourself

C2 What inspires me? Graphic organizer Teacher’s comments

--- Entrepreneurial qualities List of qualities and personal evaluation

Not selected

C2 Team discussion Teacher’s observations

C1 Entrepreneurial profile collage Description by the student Teacher’s comments

Plan C2

Planning an entrepreneurial project – Checklist Teacher’s comments

Project timeline Graphic organizer Teacher’s comments

List of resources Team document

Not selected

Explore C2

Explore/experiment – Checklist Teacher’s comments

Evaluation of progress Regulation activity Graphic organizer Update Teacher’s evaluation

Reflect

C1-C2

Reflection – Checklist Student-teacher interview

C1- C2

Evaluation of progress Regulation activity Personal reflection on participation in the project Teacher’s comments


2.5 Reflection

Reflection, within the context of an LEF, is the action of analyzing one’s own work and bringing to light not

only the production but also the processes that led to it, in other words, the application of the learning

process in the development of competencies.

When students reflect on their work, they analyze various aspects of their learning. They reflect on

knowledge used (entrepreneurial qualities, strategies, knowledge related to entrepreneurship, resources,

socioeconomic and cultural elements and cultural references) in order to:

• complete their work

• plan the different steps involved in the project

• evaluate the successes or weaknesses of actions taken during the project by referring to

entrepreneurial indicators formulated as a team

• reach set goals (regulation process)

• evaluate what could be useful in other circumstances

• make connections between two or more elements (e.g. of the entrepreneurial profile)

• analyze experiences and actions taken in order to define their entrepreneurial profile, deepen

their self-knowledge and clarify their type of involvement (critical look at their entrepreneurial

profile)

Furthermore, in the Entrepreneurship program, reflection is, in itself, an element of learning targeted by

the three evaluation criteria and by certain key features of the two competencies. The following table

provides some examples of reflections related to the evaluation criteria and the competencies.


Topics for reflection

Evaluation criteria

Topics for reflection

(connections between criteria and

competencies)

Evidence left by the student

Relevant planning Adjustment of planning as needed (C2)

A note in the student’s logbook in which the student justifies and explains the adjustments made

Effective implementation of an entrepreneurial project

Adjustment of project implementation as needed (C2)

An interview with the teacher during which the student justifies certain elements of his/her project by referring to a checklist that he/she completes beforehand

Use of a variety of resources (C1-C2)

A recording in which two students compare, analyze the resources they used

Relevant reflection

Reflection on entrepreneurial profile, type of involvement and perception of entrepreneurship (C1-C2)

An entry in the student’s blog in which the student makes connections between his/her profile and entrepreneurial experiences, in which the student explains the entrepreneurial qualities called into play

Reinvestment of learning in future tasks and projects (C1-C2)

A reflection in the student’s electronic portfolio in which the student explains and analyzes his/her actions

Planning for periods of reflection

Reflection is meant to guide the next step of the learning process and not simply to review what has

already been accomplished. Reflection should be woven into the natural rhythm of in-class activities.

Scheduling periods of reflection throughout the planning and implementation of entrepreneurial

experiences is one of the keys to successfully developing the competencies. Reflection is an important

step in each experience. It can begin at any point in the planning and implementation process.


Planning for periods of reflection throughout the experience or project

Before scheduling periods of reflection, it is important to establish goals for the reflection and to think

about the reasons for proposing a reflection.

Asking questions is one way of encouraging and guiding reflection. In drawing the students’ attention to

certain points, ones that they might not have already considered, teachers help them better understand

the reasons behind their actions during an entrepreneurial experience. When choosing evidence of their

learning, students can directly answer a question asked by the teacher or provide reasons for choosing a

particular piece of evidence.

Point in time Goals

Before Before planning the next experience or project

Reflects on learning in order to apply it in his/her experience or project

During

The activity is over or the teacher is about to return to the experience or project, and the student is either at an impasse or his/her work is proceeding well.

The process is under way.

Becomes aware of what worked well and not as well in his/her process in order to select strategies or to make connections between different elements

After

End of the experience or project Evaluates the impact of actions on the community, what could be applied to other contexts

End of the term

Reflects by comparing two or more pieces of evidence of his/her learning and evaluation, as well as the resources and strategies used (for regulation)

End of the year

Reflects on what he/she has learned throughout the year and possible conclusions (summary of entrepreneurial profile, perception of entrepreneurship, etc.)


In class

Charles’ reflections Before embarking on a new entrepreneurial experience, Charles goes back to his collage (entrepreneurial profile) and takes into account the comments of his team members regarding his entrepreneurial profile and qualities as they relate to the choice of tasks he will carry out. During the project, Charles uses a graphic organizer to see what is working and what is not so that he can adjust his strategies as needed. He also makes connections between elements of his entrepreneurial profile and tasks to be carried out when he adjusts his plan. After the project, he writes a reflection in his LEF about what worked well and could be adapted to the next project. He also reports on what did not work as well, indicating any improvements that could be made. Lastly, he reviews his entrepreneurial profile and perception of entrepreneurship in light of all his experiences.

2.6 Resources

The resources presented in this section

have been developed in collaboration

with teachers and education consultants

to support the practice of

Entrepreneurship teachers and should

be seen as examples. The resources

suggested are accessible through the

Online Training Web site.3

2.6.1 Planning tool

A planning tool (see complementary document) for learning and requirements has been designed, taking

into consideration the competency development tables in the program as well as the different elements of

the program content.

It presents the evaluation criteria, the information clarifying the criteria, and the observable elements that

were targeted in order to specify the learning covered by the various criteria.

This list of observable elements is not exhaustive and other elements could also be observed.

3 Online Training Web site: http://formationse.ca/en/


When planning learning and evaluation, the teacher focuses on the observable elements and

requirements, depending on the students’ acquired learning and competencies, the time of year and the

development targets set. The requirements will be communicated to the students and could even be

established in collaboration with them.

2.6.2 Checklists

The checklists (see Appendixes II to VII) used in Entrepreneurship classes are concise evaluation tools

that focus on the development of a specific aspect of the competency or knowledge targeted, such as key

features of the competencies or a phase in the KPER learning process, and what is expected for this

targeted element.

The checklists contain performance criteria that describe the expectations for a task or for different

pieces of evidence to be produced; this is why they are called “performance criteria.”

The checklist itself can become a piece of evidence in the LEF, but it would be more advantageous if

accompanied by various productions associated with the elements that it targets.

Evaluation by: □ teacher □ student □ another student □ parent

Name:

Date:

Know Yourself: Defining Your Entrepreneurial Profile – Checklist

One suggestion for defining your entrepreneurial profile

To define his/her entrepreneurial profile, the student: yes sometimes no N/A

Identifies his/her entrepreneurial qualities (ability to adapt, perseverance, etc.)

Compares his/her personal qualities with those of entrepreneurs, friends, family members, trusted adults (e.g. identifies his/her strengths and weaknesses)

Uses his/her entrepreneurial qualities when carrying out the project

Establishes personal objectives in order to develop (or strengthen) new entrepreneurial qualities when carrying out a project

Refers to his/her qualities, interests and experiences when selecting strategies and resources appropriate for the different steps of the project

Adjusts his/her profile according to new information gathered during entrepreneurial experiences, reflections and discussions

Identifies the type of involvement that corresponds to his/her profile (self-employed worker, entrepreneur, intrapreneur)

Summary of the evaluation yes sometimes no

This student is developing his/her entrepreneurial profile.

Know Yourself

The list can be drawn up by several people, depending on the teacher’s intentions. These lists are designed to be attached to one or more pieces of student work.

First overall impression: Even before providing an item-by-item analysis, the teacher can make a general comment.

The performance criteria listed can be:

• observable elements • connected to the evaluation criteria • developed collaboratively by the teacher and

the students • modified throughout the year according to

the teacher’s requirements • used for self-evaluation, co-evaluation

The teacher can use this section to record his/her evaluation and may also add a comment.


When and how to use the checklists

Checklists can be used at different times and in different ways, depending on the teacher’s intentions.

• Before the project or before one of the steps of the project: together, the teacher and students

set the performance criteria for a task to be included in the checklist, a list that allows the

students to be aware of what is expected.

• During the project: the teacher asks the students to consult and even complete the checklist for

the tasks that are under way. The teacher could also ask them to write in pencil so that they can

modify their answers once the process or the task is finished. This way, the students can regulate

their process or their learning.

• After the project: the teacher asks the students to complete their list, which then becomes a self-

evaluation. If the teacher thinks it necessary, he or she could ask the students to attach their

“explanations” or “evidence of learning,” or, again, modify the list with the help of other students.

A space is provided in the list for the teacher’s evaluation (co-evaluation).

In class Ms. C.: • posts, in full view, the list produced with the students

• asks the students to keep a copy in their files (LEFs)

• regularly updates the list of criteria

Establishing performance criteria with the students

The teacher asks questions mainly to guide the students in identifying the different criteria. The criteria

are written in clear, simple language so that the students and teacher can easily understand what is

expected.

The performance criteria in the checklist are established with the students. To define criteria, the teacher

should ask the students questions to guide them in suggesting concrete, observable criteria that are

applicable to the numerous aspects that they will have to address during their project.


In class

Let’s observe how Ms. C. develops the criteria for establishing a good plan in the following context: the students are about to begin planning their first project.

Ms. C. asks the students to think of routine situations where planning is required (e.g. shopping list, birthday party, schedule, vacation). She then asks what advantages there are to making a plan (e.g. staying on track, forming a clear picture of what has to be done or organizing your ideas). Ms. C. writes the following question on the board or on-screen: What are the characteristics of a good plan for an entrepreneurial project?

Ms. C. talks with the students about planning an entrepreneurial project.

What do you think are the characteristics and qualities of a good plan? Using the document that I gave you, take a few minutes on your own to ask yourself, “What makes for a good plan for a project?”

The students think about the qualities that a good plan should have. Ms. C. asks the students to share their findings. Ms. C.: What characteristics and qualities should a good project plan have? Student: It should have details. Ms. C.: Good! Now, what do you mean by “details”? Can you give me a concrete example? Student: It must have dates. Ms. C.: Yes, but dates for what?

The teacher writes down, on the board or on-screen, the other “details” given by the student, then, in brackets, adds further information given by other students, such as dates for carrying out the tasks and dates for submitting the work.

The teacher continues in the same vein until she has enough criteria to guide the students in their work. The checklists contain criteria that will be used to evaluate what students have learned during the different entrepreneurial experiences.

Adapting the checklists

Checklists provide a fairly simple way to differentiate evaluation for each student or for some of the

students in the class. Once all the criteria established by the class are entered in the checklist, the

teacher asks the students to select certain criteria from the list to focus on for a period of time.

Reducing the number of elements (criteria) is one type of differentiation that can help students to acquire

knowledge or develop certain key features of the competencies.


2.6.3 Example of an evaluation rubric

An example of an evaluation rubric (see Appendix VIII) has been prepared to facilitate the teacher’s task

of evaluating the evidence selected.

Results are interpreted based on the elements targeted by the teacher in his or her planning. This rubric

complements the planning tool, but can also be used independently of that tool.


3. Recording Tools

When teachers decide to use an LEF, they must also provide students with a tool for recording evidence

of their work. As the LEF belongs to the student, he or she plays an important role in choosing or

personalizing this recording tool.

3.1 Choosing tools

Once the teacher has finalized his or her plan, it is necessary to organize how the LEF will be managed,

taking into consideration the resources available. Will it be in paper format, electronic format, or a

combination of the two?

Print version? Choices:

Ring binder

Folder

Another format selected by the teacher

This format can contain different types of documents.

Electronic version? Choices:

School board Web portal

Web site dedicated to the LEF

Blog or another resource selected by the teacher

This format can contain different files, URL links, and attached items such as podcasts, photos, and

videos.

Once the student has gained sufficient understanding of the different elements to be recorded and the

various recording tools suggested by the teacher, he or she can choose the recording tool that best suits

his or her learning style (paper, electronic), personalize it and, above all, justify his or her choice. This is

another way students can get to know themselves better. Students may also choose pieces of evidence

in different formats—written, spoken, visual, sound, etc.


3.2 Recording tools adapted for Career Development

3.2.1 Blog

Teachers and students may have access to a blog, where students can plan out their process or project,

comment on a tool, share a discovery, and note down their reflections before, during and after an activity

or task. Students can also obtain comments on their reflections and produce a new reflection based on

these comments, and they can attach documents, URLs and recordings to their comments. Depending on

the teacher or student, the blog can also be used to store the student’s evidence of learning.


APPENDICES


APPENDIX I Charles’ Reflection

My Entrepreneurial Profile, My Qualities

Explain the differences between how other students perceive your entrepreneurial profile (your qualities) and how you perceive it.

I think that some of my teammates were surprised by the pictures I used in my collage. I think that I could be a good leader,

independent and responsible. But because I’m quiet in class, some people don’t see me this way. My parents always told me

that I acted like an adult even before I could walk (picture: baby wearing men’s shoes). I’ve always hung around adults,

helping them do different things, much more than I did with kids my own age. I really care about protecting the environment

and everything connected with nature. I love doing sports, any of them, as long as I’m outside. I also spend a lot of time

playing the guitar and writing music on my computer. I guess that makes me independent and creative. I can also do a

lot of things at the same time, like music, sports, studies, so I think I handle stress well. I think I can also be quite stubborn

(that’s what my parents say too), stick to my ideas and sometimes I’m not very flexible . . . but it’s because my ideas are the

best (just kidding). Yes, that could be a problem when it comes to teamwork. I guess I’ll be learning more about myself

as I do the project with others.

Good analysis, Charles . . . your text clearly shows your strengths, your interests and even what you need to improve. If you follow your interests, you could get some project ideas for your team (I’m thinking of the environment . . .) Ms. C.


APPENDIX II Checklists

The list can be drawn up by several people depending on the teacher’s intentions. These lists are designed to be attached to one or more pieces of evidence produced by the student.

First overall impression: Even before providing an item-by-item analysis, the teacher can make a general comment.

The performance criteria listed can be:

• observable elements • connected to the evaluation criteria • developed collaboratively by the teacher and

the students • modified throughout the year, based on the

teacher’s requirements

• used for self-evaluation, co-evaluation

The teacher can use this section to record his/her evaluation and may also add a comment.


APPENDIX III Know Yourself – Checklist


Name:

Date:

Know Yourself: Defining Your Entrepreneurial Profile – Checklist

One suggestion for defining your entrepreneurial profile

To define his/her entrepreneurial profile, the student: yes sometimes no N/A

Identifies his/her entrepreneurial qualities (ability to adapt, perseverance, etc.)

Compares his/her personal qualities with those of entrepreneurs, friends, family members, trusted adults (e.g. identifies his/her strengths and weaknesses)

Uses his/her entrepreneurial qualities when carrying out the project

Establishes personal objectives in order to develop (or strengthen) new entrepreneurial qualities when carrying out a project

Refers to his/her qualities, interests and experiences when selecting strategies and resources appropriate for the different steps of the project

Adjusts his/her profile according to new information gathered during entrepreneurial experiences, reflections and discussions

Identifies the type of involvement that corresponds to his/her profile (self-employed worker, entrepreneur, intrapreneur)


This student is developing his/her entrepreneurial profile.


APPENDIX IV Planning an Entrepreneurial Project – Checklist


Name:

Date:

Planning an Entrepreneurial Project – Checklist

One suggestion for improving the planning phase of this entrepreneurial project

To contribute to good project planning, the student: yes sometimes no N/A

Seeks to identify a community need that the project will meet

Participates in brainstorming on the tasks required to plan and carry out the project

Anticipates tasks to be carried out and divided among team members based on their interests, aptitudes, personal objectives, etc. (who does what)

Prepares a schedule for carrying out the project (for himself/herself and for the team)

Specifies the different resources (e.g. partners, Web, documents, financial and other resources) that will be necessary

Plans where and in what form he/she will record the information gathered and resources used (e.g. wiki, portal, document)

Anticipates and plans for the different challenges that could arise

Adjusts the plan throughout the project as new information, challenges and opportunities arise (regulation process)


This student is making a satisfactory contribution to planning the project.


APPENDIX V Explore – Checklist


Name:

Date:

Explore: Carrying Out an Entrepreneurial Project – Checklist

One suggestion for improving the Explore phase of this entrepreneurial project

To experience or carry out an entrepreneurial project, the student:

yes sometimes no N/A

Explores the world of entrepreneurship using a variety of resources

Adheres to the established project schedule while taking into account personal deadlines and those of the team

Participates in different entrepreneurial experiences (e.g. visits to companies, virtual visits, interviews, activities)

Communicates with trusted persons (teammates, entrepreneurs, resource persons) to meet the project’s needs

Validates with trusted persons the information gathered through consultation of various reliable resources (e.g. Web sites, documents)

Records evidence of different steps of the project or participates in recording the evidence

Uses appropriate strategies and resources to meet challenges or deal with problems that arise

Makes adjustments to the project if necessary, adapts the strategies in order to ensure that the project meets the needs defined (e.g. during regulation)


This student is making a satisfactory contribution to carrying out the entrepreneurial project.


APPENDIX VI Reflection – Checklist


Name:

Date:

Reflection – Checklist

One suggestion for improving reflections on learning throughout the project

Throughout his/her various reflections, the student: yes sometimes no N/A

Reviews his/her entrepreneurial profile according to new information, different entrepreneurial experiences

Evaluates the effectiveness of the strategies used and shows concern for making possible improvements

Assesses the strengths and weaknesses of the project planning and sees how it could be modified to be more relevant

Takes into account discussions with peers, teachers, trusted adults and entrepreneurs in order to incorporate suggestions in subsequent steps

Evaluates the effectiveness, relevance of the recording of information, ideas, learning acquired

Identifies the type of involvement that corresponds to his/her profile in light of different entrepreneurial experiences

Specifies his/her perception of entrepreneurship and his/her suitability for entrepreneurship


This student makes relevant reflections in order to further develop the Entrepreneurship program competencies.


APPENDIX VII Model – Checklist


Name:

Date:

Checklist

Know Yourself

Plan Explore Reflect

An aspect that could be improved

Indicate what is expected yes sometimes no N/A

Provide a summary of what the student has learned Summary of the evaluation yes sometimes no


APPENDIX VIII – Evaluation Rubric

Results are interpreted based on the elements targeted by the teacher in the learning and evaluation plan. 5 Meets the requirements

autonomously and with initiative

4 Meets the requirements autonomously

3 Meets the requirements with occasional support

2 Does not meet the requirements, even with almost constant support

1 Does not meet the requirements, even with

constant support

Rel

evan

t pla

nnin

g

Uses all of the targeted elements (community needs, team member profiles, steps) appropriately, autonomously and with initiative

Uses almost all of the targeted elements (community needs, team member profiles, steps) appropriately and autonomously

Uses most of the targeted elements (community needs, team member profiles, steps) appropriately, with occasional support

Uses some of the targeted elements (community needs, team member profiles, steps) appropriately, with almost constant support

Uses few or no targeted elements (community needs, team member profiles, steps) appropriately, even with constant support

Always or almost always adjusts the project planning* appropriately and autonomously AND anticipates modifications to be made to future tasks

Generally adjusts the project planning* appropriately and autonomously

Often adjusts the project planning* appropriately, with occasional support

Sometimes adjusts the project planning* appropriately, with almost constant support

Rarely or never adjusts the project planning* appropriately, even with constant support

Effe

ctiv

e im

plem

enta

tion

of a

n

entr

epre

neur

ial p

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ct

Effectively contributes to all of the steps of the project,* autonomously and with initiative

Effectively and autonomously contributes to almost all of the steps of the project*

Effectively contributes to most of the steps of the project,* with occasional support

Effectively contributes to some of the steps of the project,* with almost constant support

Effectively contributes to few or no steps of the project,* even with constant support

Effectively implements all of the steps of the project* (use of resources, appropriateness of the student’s actions as part of the team), autonomously and with initiative

Effectively and autonomously implements almost all of the steps of the project* (use of resources, appropriateness of the student’s actions as part of the team)

Effectively implements most of the steps of the project* (use of resources, appropriateness of the student’s actions as part of the team), with occasional support

Effectively implements some of the steps of the project* (use of resources, appropriateness of the student’s actions as part of the team), with almost constant support

Effectively implements few or no steps of the project* (use of resources, appropriateness of the student’s actions as part of the team), even with constant support

Always or almost always adjusts the project* implementation process (indicators, adjustment of actions) effectively and autonomously AND anticipates modifications to be made to future tasks

Generally adjusts the project* implementation process (indicators, adjustment of actions) effectively and autonomously

Often adjusts the project* implementation process (indicators, adjustment of actions) effectively, with occasional support

Sometimes adjusts the project* implementation process (indicators, adjustment of actions) effectively, with almost constant support

Rarely or never adjusts the project* implementation process (indicators, adjustment of actions) effectively, even with constant support

4-5 Meets the requirements autonomously 3 Meets the requirements with occasional support

1-2 Does not meet the requirements, even with constant support

Rel

evan

t ref

lect

ion

Autonomously defines his/her entrepreneurial profile by making a number of connections between the elements of the profile and his/her entrepreneurial experiences AND anticipates applying this learning to new experiences AND/OR

Looks critically at his/her entrepreneurial profile and determines areas for improvement, autonomously

With occasional support, defines his/her entrepreneurial profile by making certain connections between the elements of the profile and his/her entrepreneurial experiences AND/OR

Looks critically at his/her entrepreneurial profile, with occasional support

Even with almost constant support, makes few connections between the elements of his/her entrepreneurial profile and his/her entrepreneurial experiences AND/OR

Rarely or never looks critically at his/her entrepreneurial profile, even with almost constant support

Autonomously identifies the type of involvement that corresponds to his/her profile and justifies it in detail, AND/OR

Autonomously identifies a realistic view of entrepreneurship AND compares his/her view of entrepreneurship with those of his/her classmates

With occasional support, identifies the type of involvement that corresponds to his/her profile and briefly justifies it AND/OR

Identifies a realistic view of entrepreneurship, with occasional support

Even with almost constant support identifies a type of involvement without making a connection with his/her profile or with entrepreneurial experiences AND/OR

Identifies only a somewhat realistic view of entrepreneurship, even with almost constant support

Uses almost all of the subject-specific vocabulary appropriately

Uses most of the subject-specific vocabulary appropriately and, when necessary, takes the teacher’s suggestions into account

Uses only some of the subject-specific vocabulary appropriately, even with almost constant support

* Depending on the time of year, this can refer to one or more projects. This rubric complements the planning tool, but can also be used independently.

Name: _________________________ Group:_____

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References Bélair, Louise M. L’évaluation dans l’école. Paris: ESF éditeur, 1999.

Chouinard, Roch, and Micheline-Joanne Durand. L’évaluation des apprentissages: De la planification de la démarche à la communication des résultats. Montréal: Éditions Hurtubise HMH, 2006.

Farr, Roger, and Bruce Tone. Le portfolio au service de l’apprentissage et de l’évaluation. Adapted by Pierrette Jalbert. Montréal: Éditions de la Chenelière, 1998.

Goupil, Georgette, and Guy Lusignan. Le portfolio au secondaire. Montréal: Éditions de la Chenelière, 2006.

Manitoba. Education, Citizenship and Youth. Rethinking Classroom Assessment With Purpose in Mind. 2nd ed. Winnipeg: Manitoba Education, Citizenship and Youth, 2006.

Ontario. Ministry of Education. Literacy and Numeracy Secretariat. Student Self-Assessment, Capacity Building Series, Special Edition # 4. Toronto: Ontario Ministry of Education, 2007.

Québec. Ministère de l’Éducation. Policy on the Evaluation of Learning. Québec: MEQ, 2003.

Québec. Ministère de l’Éducation. Direction des ressources didactiques. Portfolio sur support numérique. MEQ, 2002.

Québec. Ministère de l’Éducation, du Loisir et du Sport. Framework for the Evaluation of Learning. Accessed 2011. https://www7.mels.gouv.qc.ca/dc/evaluation/index_en.php?page=search.

_______. Québec Education Program, Secondary School Education, Cycle Two, Entrepreneurship. Québec: MELS, 2007.

Scallon, Gérard. L’évaluation des apprentissages dans une approche par compétences. Saint-Laurent: Éditions du Renouveau Pédagogique, 2004.

Tardif, Jacques. L’évaluation des compétences. Montréal: Éditions de la Chenelière, 2006.

Vucko, Stephanie. Reflection: Going Beyond “I Like it”: Scaffolding Student Reflections in a Portfolio Learning Environment. Saarbrücken: VDM Publishing, 2009.

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