Competencies • one competency in the first cycle ( 5 to 7 years old) • three competencies in the other cycles (students aged from 8 to 17 years old)

Concepts, techniques and procedures •Elementary: belong to the teachers •Highschool: ministerial

The challenge of evaluation is not in measuring acquired knowledge, the quality of the technique used, the use of an appropriate procedure or in the results obtained by the students. The greatest challenge is to help students to identify the most effective strategies they or their peers are using throughout the course of the project.

But how can we realistically help students to identify their strengths and to recognize their peers’ strengths and effective strategies?

1. By having clear expectations and ensuring students know what they are.

2. By using the silent walk (or the museum tour)

video

3. By making posters

It brings discoveries and effective strategies to mind; thus becoming the collective memory of the group.

4. By having students present their work or productions (oral presentation, posters, power points…)

5. By having self evaluation and peer evaluation:

6. By frequently discussing self evaluation (Target and strategies)

Evaluation paths: •Group discussion •Team work •Presentation of results and procedure to the group •Questionnaire •Personal experimental booklet

Conclusion Everyone can reach the target, as long as it can be seen and as it doesn’t move. • Give clear expectations that are known to everyone • Provide access to other students’ strategies, procedures and learning processes • Reflect on strengths, challenges and on identifying concrete ways to improve

A challenge: Teachers’ training The main obstacle to the development of students’ competencies is the teacher’s lack of scientific knowledge*. Although it is known and acknowledged by teachers, it is rarely seen as a priority. A training session in science would allow teachers to be more effective in guiding their students when developing competencies in science. *Research Action with Dr. Annie Savard from McGill University.

• Design and adaptation of new lesson plans (6 to 8 hours); • Adding new subjects integrating technology; • Professional development:
didactic (concepts, processes and reasoning);
pedagogical (classroom management, guiding and assessment).

Stéphan Baillargeon Canada (Québec) [email protected] Skype: stephan.baillargeon