INTEGRATIVE PROJECT
NEW ORIENTATIONS IN EVALUATION AND
REPORTING
EFFECTIVE JULY 1st, 2011
Winter 2010-2011
WHAT ARE THE MAJOR CHANGES?
Uniform provincial report card
 3 formal reporting periods with weightings for
each term
 Evaluation of knowledge and competencies
 Reduction in number of evaluation criteria
(based on the Framework for the Evaluation of
Learning)

PROVINCIAL REPORT CARD FOR
ELEMENTARY AND SECONDARY SCHOOL
1st report card
Results for Term 1
(count for 20% of the student’s final mark)
2nd report card
Results for Term 2
(count for 20% of the final mark)
Includes:
•for Term 3, a competency report
covering learning as a whole for the
year (results count for 60% of the final
mark)
AND
• a final mark
Last report card of the
year
3
WHEN TO REPORT
Written communication No later than October 15th
Term 1 report card
No later than November 20th
Term 2 report card
No later than March 15th
Last report card of the
year
(Term 3 report card +
Final result)
•No later than July 10th
WEIGHTING AND WORDING ON REPORT
CARD
Integrative Project
Secondary V
Weighting
Wording in report card
Carries out an integrative project
Makes connections between elements of
his/her learning
100%
Integrative Project
5
RESULTS FOR TERMS 1 AND 2
Entrepreneurship (100%)
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
Final
Mark
Integrative Project (100%)
Personal Orientation Project
(100%)
Exploration of Vocational
Training (100%)
Subject mark
Group average
For Terms 1 and 2, the teacher communicates a mark expressed as
a percentage that reflects the knowledge and subject-specific
competencies a student has acquired, based on the evaluations
carried out during the term (tests, assignments, etc.).
6
RESULTS FOR TERM 3
(COMPETENCY REPORT)
Entrepreneurship (100%)
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
Final
Mark
Integrative Project (100%)
Personal Orientation Project
(100%)
Exploration of Vocational
Training (100%)
Subject mark
Group average
For the last term, the teacher prepares a competency report that
covers the student’s learning as a whole for the year (knowledge
and subject-specific competencies) and communicates a mark
expressed as a percentage.
7
FINAL MARK
Entrepreneurship (100%)
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
Final
Mark
Integrative Project (100%)
Personal Orientation Project
(100%)
Exploration of Vocational
Training (100%)
Subject mark
Group average
The report card for the last term also includes a final mark, which
is calculated automatically using the results of all three terms, in
accordance with the respective weighting of each term (20%–
20%–60%), as well as the results on the compulsory examinations
set by the Minister for elementary school and for Secondary Cycle
One.
8
RESULTS SHOWN ON THE REPORT CARD

A detailed result for each competency (or
component) in:
 language
of instruction
 second language
 mathematics
 science

Only a subject mark for all other subjects
9
THE UNIFORM REPORT CARD WILL ALSO
INCLUDE…..
•
•Comments
on subject learning
•Comments
on at least 2 of the 4 following competencies
(in Terms 1 and 3):
Exercises critical judgment
Organizes his/her work
Communicates effectively
Works in a team
MELS EXAMS
MELS Compulsory Exams
MELS Uniform Exams
(Secondary )
20% of Final Mark (calculated on final
report card of the year)
50% of Final Mark - Sanction rules still
apply (calculated on final report card of the
year)
COMPULSORY USE OF FRAMEWORKS FOR
THE EVALUATION OF LEARNING


MELS has developed new frameworks for each subject
area, effective July 1st, 2011.
Frameworks include:
- Weighting of competencies, where applicable
- Evaluation criteria, with explanations
- Verification of acquired knowledge, and
evaluation of applied knowledge
EVALUATION CRITERIA
Revised and simplified
 Accompanied by an explanation
 Sometimes followed by an asterisk (*),
indicating:

 that
the student must be provided with feedback on
this criterion
 but that the criterion is not considered when
determining the student’s mark
13
STANDARDS & PROCEDURES
At the start of the school year, the school provides
parents with a summary of the Standards and
Procedures for the evaluation of student learning,
specifying:
• the main types of evaluation to be carried out
and
• when they will take place
SUMMARY OF COMPULSORY ELEMENTS





Uniform provincial report card
Number of report cards, deadlines, and
weightings of each term (20%, 20%, 60%)
Summary of Standards and Procedures for the
evaluation of student learning provided to
parents at the beginning of school year
Student knowledge officially taken into account
Use of new Frameworks for the Evaluation of
Learning
REDUCTION IN NUMBER OF MARKS
ENTERED
MELS RESOURCES
Progression of Learning:
http://www.mels.gouv.qc.ca/progression/secondaire/index_en.asp

Secondary Evaluation Frameworks for each subject (2011-2012):
http://www.mels.gouv.qc.ca/sections/publications/index.asp?page=fiche&id=16
16

QEP:
Cycle 1
http://www.mels.gouv.qc.ca./sections/programmeFormation/secondaire1/in
dex_en.asp

Cycle 2
http://www.mels.gouv.qc.ca./sections/programmeFormation/secondaire2/in
dex_en.asp