1. Using Learning and Evaluation Files
in IP Classrooms:
Roles of Teachers and Students
MELS Information Session
February 18, 2013
Integrative Project Program

2. Session #1:
Roles of Teachers and Students
GOAL:
At the end of this session, participants will
understand the pedagogical intention of
LEFs, and the roles played by teachers and
students in implementing - and maximizing the
benefits of - Learning and Evaluation Files.

3. Current evaluation practices:
contributions from participants
Evaluation for and of learning
What are some well known classroom evaluation practices?

4. Portfolios
Work portfolio: All drafts collected, without selection
criteria;
Learning portfolio: Proof of progress for each major stage
of project or end-of-term;
Portfolio of presentations: Finished products illustrating
highest level of achievement attained for each stage of
project;
Digital portfolio: Integration of technology permitting
continuous, collaborative interactions;
Learning and Evaluation File: Combines all of the above.

5. Current evaluation practices:
contributions from participants
Benefits of portfolio
What do you think are some of the benefits of using LEFs?

6. Benefits of LEFs (Portfolios)
Integrates the Learning and Evaluation Process
Builds autonomy
Develops reflexive practices
Encourages self-assessment
Requires self-monitoring
Improves work methods
Structures IP program

7. Teachers need to know…
Pedagogical models, strategies, and practices to help
students build responsibility, autonomy, and appropriate
attitudes.
Benefits of students taking responsibility for monitoring and
assessing their own learning and evaluation process.
Challenges associated with students taking responsibility for
monitoring and assessing their own learning and evaluation
process.

8. Roles of Teachers
Interpret official requirements;
Clarify expectations and communicate clearly;
Understand process of monitoring, self-assessment and adjustment;
Create and model reflexive environment;
Acknowledge diverse learning and motivation styles;
Support competency development.

9. Using a Learning and Evaluation File:
Teacher’s Guide
MELS official framework
Planning
Selection of evidence
Communication
Reflection
Resources
Recording tools
Validation

10. MELS Official Framework
QEP – 3 aims: identity, worldview, empowerment
Policy on Evaluation of Learning
Integrative Project Program
Basic school regulation
Framework for the Evaluation of Learning
Dates and % for Term Report Cards

11. Planning for evaluation of competency development
Three report card periods for evaluation OFlearning.
On-going feedback for evaluation FOR learning.
Students working on one project for entire school
year = evolving requirements for same elements as year progresses
(i.e. project plan).
Communicate above to students through examples of
observable elements that evolve.

12. Selection of Evidence:
Roles of Students
Identify evidence of learning that is relevant, sufficient, and representative;
Determine what and when to select evidence of learning – reflexive practices;
autonomy and responsibility;
Develop attitudes associated with
Use effective communication strategies to justify and explain
evidence selected;
Become self-reflective learners who monitor, assess, and adjust
learning and evaluation processes.

13. Checklists:
Co-constructing Selection Criteria
ACTIVITY to be done with IP students:
GOAL: Co-construct criteria for selecting
evidence of learning. Before introducing
Learning and Evaluation Files (LEFs) in
IP classrooms, students must understand
the important role they play in
the implementation and use of LEFs, and in the overall
evaluation of their own learning. Students will use co-
constructed criteria to select evidence of learning
throughout the school year. 

14. Communication:
Roles of Teachers
Communications concerning
informal evaluations
(for learning)
formal evaluations
(of learning)

15. Reflection
Important role in selection of
evidence of learning and competency
development.
Reflexive classrooms: regular use of
reflection questions and planned
moments of reflection.
Priority given to development of
students’ meta-cognitive strategies.

16. Resources
Planning Tool
Possible Uses: to
add, change, adapt
observable elements; to
plan course and adjust
teaching; to illustrate
competency development to
students.

17. Resources
Evaluation Rubric
Possible Uses: to
verify
observations (formative
assessments) and
competency development
(summative evaluations).

18. Resources
Graphic Organizers
Possible Uses: to
address specific
challenges; to collect
evidence of learning; to
organize students’ ideas.

19. Resources
Reflection Questions
Possible Uses: to
address specific
challenges; to help develop
meta-cognitive strategies; to
stimulate discussion.

20. Resources
Checklists
Possible Uses: to
clarify
evaluation criteria; to
identify observable
elements; to create shared
expectations.

21. Resources
Blogs
Possible Uses: school
board
portal; Web site just for
LEFs; IP virtual classroom;
blogs or other resources
selected by teacher.

22. Recording Tools:
Paper and/or virtual
Self-assessment (journal entries, blog publications);
Co-evaluation with classmates (reflection questions or graphic organizers);
Feedback from teacher and peers (round table discussions);
Selecting evidence of learning (interpretation, analysis, justification);
Observations (notes, journal entries, blog publications);
Interviews (notes, checklists);
Blog entries (feedback, comments, interactions, reinvestment).

23. Virtual classrooms
Virtual extension of IP classroom.
Classroom blog animated by the teacher.
Blogs for students.
Available any time, from any Internet
connection. Available for teachers and
students.
Place for students
to store evidence of learning.
Place for teachers
to assess, offer feedback on
evidence of learning.

24. Validation
Effectiveness of LEFs –
indicators for assessing, monitoring, and regulating implementation of LEFs in classrooms:
Pedagogical understanding (teacher and student);
Involvement (teacher and student);
Use of accompanying resources (teacher and student);
Winning practices (teacher and student);
Development of autonomy and responsibility (student);
Community of practice (teacher).

25. Current evaluation practices:
contributions from participants
Community of practice:
What will you change for next year?
What resources are you lacking?
Do you have the accompaniment you need
(consultant, mentor, MELS, colleagues, etc.)?

26. Current evaluation practices:
contributions from participants
Invitation to Community of practice:
What will you change for next year?
What resources are you lacking?
Do you have the accompaniment you need
(consultant, mentor, MELS, colleagues, etc.)?

27. Using Learning and Evaluation Files
in IP Classrooms:
Roles of Teachers and Students
MELS Information Session
February 18, 2013
Integrative Project Program