The document discusses skill evaluations and outlines their key characteristics. Skill evaluations are meant to assess complex, multidimensional tasks that require mobilizing various internal and external resources. They are integrated into the learning process, are authentic representations of meaningful tasks, and involve qualitative, descriptive assessments by students. Effective skill evaluations are individualized but may incorporate collaboration, have clear expectations and criteria established beforehand, and provide informative feedback to support learning.

1. EVALUATIONS

2. skill concept
an action that
requires choice,
mobilization and
a combination of
internal and
external
resources
relevant to the
execution of
complex tasks in
a given context

3. CHARACTERISTI
CS
Integrated into
the learning
Multidimensional
Authentic Criteria
Qualitative
Student
Participation
Individual

4. INTEGRATED INTO
LEARNING
(Lasnier, 2014; Scallon, 2004, 2015; Tardif, 2006)
Time
Expectations
Planning

5. MULTIDIMENSIONAL
• Various resources
• Complex task
• Movement
• Globality

6. AUTHENTIC
(Leroux, Hébert et Paquin, 2015; Scallon, 2004, 2015; Tardif, 2006)
Meaningful Motivating
Realistic Resources

7. QUALITATIVE
Informative Avoid complex arithmetical operations
Descriptive-interpretative approach
CSÉ, 2018; De Ketele, 2010, 2014; Lasnier, 2014; Leroux, 2010; Mottier Lopez, 2015; Scallon,
2004

8. STUDENT
PARTICIPATION
(CSÉ, 2018; Scallon 2015; Mottier Lopez, 2015)
Autonomy
Expectations
Evaluation
Criteria
Critical analysis
Various
strategies

9. INDIVIDUAL
• Certify a skill
• To gather resources alone and without help
• Learning context
• Possible collaboration

10. CRITERIA
(Laurier, 2005; Scallon, 2004, 2015; Tardif, 2006)
Performance
Criteria

11. TO
CONCLUDE
MAIN FEATURES
PLANNING THE
EVALUATION
WHY EVALUATION?