How to Evaluate Student Work
The activity guides and student workbooks allow students to explore facets of various trades, occupations or fields. The workbook is provided to allow students to record their work, thoughts, calculations and/or answers as they explore each activity guide. A Personal Reflection section at the end of each workbook helps students contemplate their learning and career opportunities. Teachers should not evaluate the answers in students’ workbooks but may consult the workbooks to assess students’ achievement of the program competencies.
- Carries out a process of career exploration
- Contemplates his/her learning and work possibilities
Changes to Evaluation
As of 2011, several changes have been made to evaluation procedures for this program.
The Personal Orientation Project program outlines the nature of the POP program, the competencies that students are expected to develop and the pedagogical context of the program. However, the evaluation criteria outlined on pages 17 and 21 of this document are no longer applicable.
The new evaluation criteria can be found on page 4 of the document Framework for the Evaluation of Learning.
The two competencies in the program are evaluated together to count for 100% of the total mark (see Report Card Weightings).
Students’ results are communicated in the standardized report card. The document Our School’s Choices in Light of the Provincial Report Card (see Schedule VII, pages 20 and 21) outlines the changes to evaluation standards and procedures.
The Scales of Competency Levels (pages 82-85) are no longer required for evaluation purposes. However, they are a useful reference when combined with end-of-cycle outcomes for determining the level of competency students have developed.
To support you in evaluating and reporting student progress, the MEES has created the following two documents:
In addition, the Personal Orientation Project section on the LEARN website includes resources for the POP program.