Evaluation Strategies in Social Sciences

Evaluation Strategies in Social Sciences

Here you will find various evaluation notions, tools and strategies to help teachers teach critical thinking, to effectively use the evaluation frameworks, and to monitor the development of student skills particular to the social sciences.

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Intellectual Operations Summary Pages & Icons

These Intellectual Operations summary pages & Icons were archived and transferred from the old site.  There are now new icons for the latest version of the History of Quebec and Canada program, along with older IO documents that will soon be removed.  Very popular amongst teachers (and students!) these icons can be placed on your wall and added to evaluation tools.

Summary documents of the frameworks and I.O.s
for various subjects within the Social Sciences:

Secondary History (HCE): Cycle 1 and 2  Download

Secondary Geography  Download

Contemporary World:  Download

Histoire et éducation à la citoyenneté (1 et 2)   Download

Géographie Download

Monde contemporain   Download 

Icon collections for the I.O.'s for older HCE:

Tabloid-sized for posters,  in English Download en français Download  

NEW Secondary 3 History of Quebec preliminary program icons: 

Tabloid and small jpeg versions together Download

Card-sized versions for activities Go to site

Tabloid et petit jpgs en français Download

 

Badges in Social Sciences (RECITUS)

Intellectual operations Badges by RECITUS

These are badges for the I.O.s in history and geography that you can "hand over"  to students as they practice them and become proficient.  They are provided via the original site in French. Go to site The badge images used in the guides are also available. Download
 
The provided guides allow the teacher or pupil to illustrate concretely an abstract intellectual operation. They are not instruments of evaluation. Rather, they allow the student to assess where he is in his appropriation of one or other of the intellectual operations. They are also tools to inspire and motivate students as they can be used in gaming strategies in class.  Simply put, they are a playful learning tool, a teaching medium among many others. It's up to teachers to define a distribution system. You could, for example, determine that the student must have at least 5 references to an intellectual operation to acquire the level of skill required for your course. Finally, you could use the images below or a tool like Credly to distribute your mentions digitally.

Establish Facts
The student must identify an actor, a group, an action, a measure, a role, a territory, an economic activity, a phenomenon.
Télécharger le guide Visiter le site  Download English version Go to site
Réclamer cette mention (compte credly nécessaire).

Establish connections between facts
The student must associate demonstrations or descriptions with facts that are related to them.
Le guide original:  Télécharger   Access current English version Go to site
Réclamer cette mention (compte credly nécessaire).

Establish Causal Connections
The student must demonstrate the causal link between the specified elements.
Le guide original Télécharger Access current English version  Go to site
Réclamer cette mention (compte credly nécessaire).

Determine causes & consequences
The student should indicate a fact, for example, the contexts, interests, objectives, influences, actions, which explains a historical reality. The student should indicate a fact that springs from a historical reality.
Les guides originaux: Causes Télécharger Conséquences Télécharger 
Access current English versions:  Causes Go to site Consequences Go to site
Réclamer cette mention (compte credly nécessaire).

 

Situate in Time
The student must chronologically order facts taking into account time markers. It must situate a fact or set of facts on a timeline. It must classify facts according to whether they are earlier or later than a time marker.
Télécharger le guide vister le site Download English version Go to site
Réclamer cette mention (compte credly nécessaire).

 

Situate in Space
The student must situate geographical elements, facts or territories in space.
Guide to come.
Guide à venir.
Réclamer cette mention (compte credly nécessaire). 

Identify differences & similarities
Students should identify differences and similarities or points of convergence or divergence.
Access current English versions:
Convergence and divergence Go to site Similarities & Differences Go to site
Les guides originaux en français:  
Convergence et divergence Télécharger 
Similitudes et différences Télécharger
Réclamer cette mention (compte credly nécessaire).

Determine changes & continuities
The student must identify a fact that shows that a historical reality is being transformed or maintained.
Access current English version: Changes and continuities Go to site
Original: Changements et continuités Visiter le site
Réclamer cette mention (compte credly nécessaire).

 

Intellection Operations: Main and Formative Sub-Skills

Teaching Intellectual Operations and Historical Thinking

The I.O.s as they relate to real-life situations
Looking for a fun way to introduce then constantly refer to the Intellectual Operations, in a way that relates to the real-life of each student?  Take a look at the LEARN How-to entitled Talk about your passion by using the Intellectual Operations!  

An overview video asks students think about something they are passionate about, and then various graphic organizers help them jot down what they know about it.  These organizers can be used throughout the year, to practice an I.O. as you reach it, but by first relating it to each student's knowledge about something they love.  Go to page

 

Intellection Operations and formative
supporting skills and notions

The Intellectual Operations help students "appropriately use knowledge" in the Social Sciences. But to be effective, students may need to learn other supporting skills or notions.  "Too often in education, we head students who have insufficient formative skills straight for the summative assessment. It is the formative skills that lead up to the summative skills, the ones being assessed." (Big Skills for the Common Core by Hugelmeyer &  Benjamin) 

Based upon the concepts in The Big Six Historical Thinking Concepts (and especially the Guideposts) one can break down the I.O.'s and identify various skills and sub-skills a teacher could monitor and formatively assess. 

ESTABLISH FACTS
Explore the following examples of skills and sub-skills that help students "identify relevant and accurate facts" and establish and understanding their significance:
Main skills:
Identify accurate facts  Go to site    Identify and explain relevant facts  Go to site
Related sub-skills to practice:
Consider the question or problem  Go to site
Establish needs and clear goals Go to site
Consider prior understanding  Go to site
Contextualize document  Go to site
Primary vs secondary documents  Go to site

 

ESTABLISH CONNECTIONS BETWEEN FACTS
Explore the following examples of skills and sub-skills that help students "associate forms of expression or descriptions with facts that are related to them:
Main skills:
Ability to INTERRELATE FACTS  Go to site
Ability to ILLUSTRATE A STATEMENT using facts.  Go to site  
Related sub-skills to practice:
Describe the “historical narrative”
Gain and connect specific knowledge from documents

 

SITUATE IN TIME AND SPACE
Explore the following examples of skills that help students "place facts on timelines; establish precedence or posteriority, situate territories in time, etc.
Main skills:
Place Facts in CHRONOLOGICAL ORDER  Go to site 
Place Facts on a TIMELINE  Go to site 
Identify facts that PRECEDE or FOLLOW  Go to site 
Situate TERRITORIES IN TIME  Go to site
Situate TERRITORY in space/time Go to site

 

CAUSES AND CONSEQUENCES
Explore the following examples of skills that help students identify facts that explain and/or result from phenomena: 
Main skill:
Identify MULTIPLE CAUSES/CONSEQUENCES  Go to site 
Possible sub-skills:
Delineate/characterize a TIME PERIOD  Go to site
Consider MOTIVATIONS  Go to site
Identify/explain CONDITIONS  Go to site
Determine consequence’s INFLUENCE  Go to site
Note consequence’s DURATION  Go to site

 

ESTABLISH CAUSAL CONNECTIONS
Explore the following examples of skills that help students establish logical connections between explanatory factors and consequences:
Main skill:
EXPLAIN THE CAUSAL CONNECTIONS  Go to site 
Possible sub-skills:
Mapping  MULTIPLE CAUSES  Go to site 
Identify TYPES (Economic, political, etc.)  Go to site 
Vocabulary for WAYS ...  Go to site

 

CONTINUITY AND CHANGE
Explore the following examples of skills that help students identify what remains unchanged over time, or that changes over time.
Main skill:
Identify UNCHANGED & indicate CHANGED  Go to site 
Possible sub-skills:
Sequence the TARGETED EVENTS first  Go to site
PERIODIZE the events in question  Go to site
Discover/identify TURNING POINTS  Go to site
Describe the PROCESS of CHANGE  Go to site
INTERPRET changed and unchanged elements  Go to site 


 

MEES Program Documents

Below you will find various Ministry of Education program and evaluation documents for the Secondary Social Sciences domain.  (Click "show list" when items are hidden.)

Quebec Secondary Programs in Social Sciences
The QEP program documents describe course aims, competencies to develop, and course content.

Cycle 1 History and Citizenship Education Cycle 1  Download

Cycle 1 Geography Program  Download

Cycle 2 History and Citizenship Education (Old program)  Download

Cycle 2 History of Quebec and Canada Sec. 3 & 4 program Download

Cycle 2 History of the 20th Century   Download

Cycle 2 Cultural Geography Download

Cycle 2 Financial Education Program Download

Cycle 2 Contemporary World   Four credits  Two credits 
 

Note that the main MEES Programs of Study page, where you will find these  "General Education" Secondary School Education Programs and older programs, is now online here:  Go to site  

 

Progression/Precision of Learning documents
The Progression/Precision of Learning organizes knowledge and includes examples.  Go to site

Evaluation Frameworks
Below are links to the individual evaluation framework sites and documents.  You can also search for the current and older frameworks on MEES site at  Go to site

  • Cycle 1 and 2 - History & Citizenship Education  Download
  • Cycle 2 (New) History of Québec and Canada program  Download
  • (Older) History & Citizenship Education framework  Download
  • Cycle 1 Geography framework Download
  • Contemporary World online version  Go to site
  • Financial Education Download

BAMD:  MEES approved books site
Bureau d'approbation du matériel didactique

Go to site

 

 

Consultant LEARN et contacts

Paul Rombough - Consultant services pédagogiques

Mes dossiers à LEARN :


Social Sciences
Ethics and Religious Culture
Physical Education and Health
Sex Education

Vous pouvez me joindre:  prombough@learnquebec.ca

 

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