Evaluation Criteria & the Intellectual Operations  (I.O.)

Many documents are being produced around the province to help teachers and students familiarize themselves with the new Evaluation Frameworks.

As part of the way we now evaluate the use of knowledge, reasoning and the formation of opinions in the Social Sciences, the Intellectual Operations have become paramount.

Icons for Intellectual Operations

These icon sets  are under development and we hope to use them to identify the practice of the intellectual operations within future LESs produced at LEARN.  Much thanks for Rosanna Riccardi of LBPSB for helping with the translations.  Below you will find a summary of the new evaluation criteria for Secondary History Cycle 2 which includes a new icon for each intellectual operation. 

Secondary PDF versions are also available for:

• Secondary History: Cycle 1 and 2
• Secondary Geography
• Contemporary World

• Histoire et éducation à la citoyenneté (1 et 2)
• Géographie
• Monde contemporain
  
  Word Versions are available for all of the above here.
  

New Poster sized icons:

Some of the English icons have been made into poster-sized PDFs for use on walls in your classroom!



Elementary versions:
A word version of the IOs is available for Elementary History and Citizenship Education here as well.  (French elementary in progress) 

Also, posters produced originally by Hélène La Branche of the CSHC have been anglofied! 
Click the image below.  Or access all the originals here!




If you have comments or concerns contact us here.

Focus of Evaluation

Evaluation of Learning: Verify the knowledge acquired by the student Evaluate the student’s ability to apply the knowledge acquired

Evaluation Criteria and explanations

Appropriate use of knowledge  (Competencies 1, 2, 3) Criterion used to evaluate the performance of intellectual operations that draw on knowledge related to social phenomena of the present, historical knowledge and knowledge related to citizenship education.     Implies   “Execution of the Intellectual Operations”: Examine social phenomena of the present and the past Situate in time and space Establish facts Characterize a historical phenomenon Make comparisons Determine explanatory factors and consequences Determine elements of continuity and changes Establish connections between facts Establish causal connections Characterize the evolution of a society (Sec. IV)   Rigour of his/her historical reasoning (Competency 2) Criterion used to evaluate the development of an explanation highlighting social, political, economic, cultural and territorial changes that took place in the past. Expression of a well-founded opinion (Competency 3) Criterion used to evaluate the development of an argument defending a position on a social issue

Criterion 1 evaluates the student’s ability to perform intellectual operations that draw on knowledge related to the social phenomenon of the present, historical knowledge and knowledge related to citizenship education.

Icon	Intellectual Operations	WHAT THE INTELLECTUAL OPERATION INVOLVES
	Examine social phenomena of the present and the past	The student’s ability to formulate questions from a historical perspective and to make observations.
	Situate in time and space	The student’s ability to place facts in chronological order  OR The student’s ability to place a fact or a set of facts on a timeline    OR The student’s ability to establish the precedence or posteriority of facts   OR The student’s ability to situate territories in time   OR The student’s ability to situate geographic elements or facts or territories in a space at a given point in time.
	Establish facts	The student’s ability to identify relevant and accurate facts
	Characterize a historical phenomenon	The student’s ability to identify characteristics   Or   The student’s ability to identify a general feature of a set of specific characteristics
	Make comparisons	The student’s ability to identify similarities and differences
	Determine explanatory factors and consequences	The student’s ability to identify facts that explain a phenomenon Or The student’s ability to identify facts resulting from a phenomenon
	Determine elements of continuity and changes	The student’s ability to identify what remains unchanged over time Or The student’s ability to indicate a change occurring over time
	Establish connections between facts	The student’s ability to interrelate facts   OR   The student’s ability to illustrate a statement by citing relevant and accurate facts
	Establish causal connections	The student’s ability to establish a logical connection between explanatory factors and consequences
	Characterize the evolution of a society (Sec. IV)	The student’s ability to summarize the evolution of a historical phenomenon