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
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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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 6 Entrepreneurship
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 7 Teacher’s Guide
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.
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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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 9 Teacher’s Guide
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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 10 Entrepreneurship
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 11 Teacher’s Guide
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.
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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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 13 Teacher’s Guide
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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 14 Entrepreneurship
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
CO
MPE
TEN
CIE
S
PIECES OF EVIDENCE collected
Pieces of evidence Meets evaluation criteria
rele
vant
expl
aine
d
eval
uate
d
SELE
CTI
ON
m
eets
sel
ectio
n cr
iteria
Rel
evan
t pla
nnin
g
Effe
ctiv
e im
plem
enta
tion
of
an e
ntre
pren
euria
l pr
ojec
t
Rel
evan
t ref
lect
ion
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
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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.
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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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 17 Teacher’s Guide
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.)
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 18 Entrepreneurship
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/
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 19 Teacher’s Guide
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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 20 Entrepreneurship
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 21 Teacher’s Guide
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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 22 Entrepreneurship
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 23 Teacher’s Guide
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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 24 Entrepreneurship
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 25 Teacher’s Guide
APPENDICES
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 26 Entrepreneurship
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 27 Teacher’s Guide
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.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 28 Entrepreneurship
APPENDIX III Know Yourself – Checklist
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.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 29 Teacher’s Guide
APPENDIX IV Planning an Entrepreneurial Project – Checklist
Evaluation by: □ teacher □ student □ another student □ parent
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)
Summary of the evaluation yes sometimes no
This student is making a satisfactory contribution to planning the project.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 30 Entrepreneurship
APPENDIX V Explore – Checklist
Evaluation by: □ teacher □ student □ another student □ parent
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)
Summary of the evaluation yes sometimes no
This student is making a satisfactory contribution to carrying out the entrepreneurial project.
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 31 Teacher’s Guide
APPENDIX VI Reflection – Checklist
Evaluation by: □ teacher □ student □ another student □ parent
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
Summary of the evaluation yes sometimes no
This student makes relevant reflections in order to further develop the Entrepreneurship program competencies.
Using a Learning and Evaluation File Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide 32 Entrepreneurship
APPENDIX VII Model – Checklist
Evaluation by: □ teacher □ student □ another student □ parent
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
Ministère de l’Éducation, du Loisir et du Sport Using a Learning and Evaluation File Entrepreneurship 33 Teacher’s Guide
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
roje
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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