Dans le contexte du renouveau pédagogique québécois, l’appropriation par les enseignants des changements prescrits sur le plan de l’évaluation nécessitent la diffusion de pratiques exemplaires. La présente recherche analyse donc des pratiques d’évaluation formative de 13 enseignants du primaire à travers 25 activités d’apprentissage-enseignement mises en œuvre dans différentes disciplines. Les pratiques spontanées des enseignants ont été analysées dans leur double dimension comportementale et cognitive. L’étude a porté sur les différents éléments des processus sollicités et des dispositifs mis en œuvre ainsi que sur les contenus traités. Les résultats montrent que les participantes et participants ont intégré à leurs pratiques plusieurs des caractéristiques de l’évaluation formative, préconisée par le ministère de l’Éducation, et que leur principal défi consiste à partager la responsabilité des processus de régulation avec l’élève en créant des conditions pour que celui-ci développe sa capacité à autoréguler ses apprentissages.Teachers' ownership of the changes in assessment procedures prescribed under Quebec's current education reform requires the dissemination of best practices. This study analysed the formative assessment practices of 13 elementary-school teachers performing a total of 13 teaching/learning activities in a range of disciplines. The teachers' spontaneous practices were analysed from both a behavioural and a cognitive perspective. The study looked at the various aspects of the processes elicited and devices implemented, as well as at the subject matter handled. Our findings showed that participants in the study were incorporating several of the features of summative assessment put forward by the Ministry of Education and that the main challenge consisted of sharing responsibility for the regulation process with the pupil by creating conditions in which the latter can develop the capacity to self-regulate learning
This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using formative evaluation in a spontaneous, informal way and focussing more often on the product rather than the learning process, although differences were seen between approaches used by teachers of grade one students as opposed to approaches used by teachers of older elementary students. The study demonstrates a link between teacher conceptions and their evaluation practices, and raises questions about how experienced teachers interpret and integrate formative evaluation in their classroom routines.
Confronted to didactical academic discourses, both oral and written, first year university students demonstrate significant difficulties of comprehension. These are symptoms of the students coming to grips with discourses which present a number of defining features on the conceptual, rhetorical, and argumentative dimensions, and which are embedded in a very specific context of linguistic usage. The authors have had the opportunity to witness this appropriation process in the setting of an advanced course in oral and written communication for future students of the faculties of social sciences. In this article, the authors share the first results of their observations and propose a diagnostic of the underlying causes of the difficulties of comprehension within the process of appropriation of academic discourse by first year students. Early findings show that the strategies deployed by many students to resolve problems of comprehension lead them to ignore one or other defining feature of the academic discourses at hand. More specifically, a significant number of students fail to take into account the diversity of tunes within academic discourse as well as the multiple modal positionings of the content. Also, students repeatedly demonstrate a lack of precision in the treatment of the conceptual content.
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