Extracted Annotations (9/12/2015 12:01:41)
\n\"244 students of third-semester Spanish at the university level\" (VanPatten et al 2015:NaN)
\n\"One hundred twenty-four took tests online\" (VanPatten et al 2015:NaN)
\n\"120 took tests in class\" (VanPatten et al 2015:NaN)
\n\"no difference\" (VanPatten et al 2015:NaN)
\n\"for this particular kind of program, in-class testing can be altered and moved online, freeing up class time for alternative measurements\" (VanPatten et al 2015:NaN)
\n\"a communicative curriculum should place constructs such as the nature of language acquisition, the role of input, interactive and information-based tasks, individual differences in development, alternative assessments, and others at the core of decision-making\" (VanPatten et al 2015:NaN)
\n\"institutions of education generally require that students enrolled in any of fi cial course receive a\" (VanPatten et al 2015:NaN)
\n\"grade, and it is often the case that grades are determined — in part, if not largely — by paper-and-pencil tests\" (VanPatten et al 2015:NaN)
\n\"tests tend to drive instructor decision-making and behavior\" (VanPatten et al 2015:NaN)
\n\"the relatively slow advance of pro fi ciency-oriented and communicative language teaching within the profession is partially due to instructors and students seeing traditional testing as a means of evaluating student progress for the purpose of providing a formal grade\" (VanPatten et al 2015:NaN)
\n\"Yet such tests normally do not re fl ect the constructs underlying either communication or pro fi ciency as they are typically construed\" (VanPatten et al 2015:NaN)
\n\"a middle option: removing high-stakes paper-andpencil tests from class time and putting them online\" (VanPatten et al 2015:NaN)
\n\"The major focus of the present study is a comparison of test scores between those classes that took these tests in class and those that completed them online\" (VanPatten et al 2015:NaN)
\n\"Our basic question, then, is \" Does it make a difference whether students take a test in class or online? \"\" (VanPatten et al 2015:NaN)
\n\"Yet paper-and-pencil tests are still seen as necessary for the face validity of the discipline typically referred to as \" languages. \" What is more, these paperand-pencil tests tend to focus on knowledge\" (VanPatten et al 2015:NaN)
\n\"Such testing does not align with\" (VanPatten et al 2015:NaN)
\n\"communicative language teaching where the emphasis is not on explicit knowledge about language but instead on communicating with language\" (VanPatten et al 2015:NaN)
\n\"any attempt to eliminate paper-and-pencil testing or any kind of formal written tests would at the very least cause colleagues in language departments to raise eyebrows\" (VanPatten et al 2015:NaN)
\n\"One cannot have a university course without evaluating students and assigning them a grade on something\" (VanPatten et al 2015:NaN)
\n\"Given that this tension between formal paper-and-pencil tests as a means of assigning grades on the one hand, and the push for pro fi ciency and communicative ability on the other, has existed for some time, it is surprising that basic empirical research into the presence or absence of paper-and-pencil tests in language curricula is virtually nonexistent\" (VanPatten et al 2015:NaN)
\n\"discussion of testing was found to consist of two types. The fi rst was argumentative; that is, scholars made arguments for \" alternative \" kinds of assessment (e.g., Sandrock, 2010). The second kind of scholarship was that found in testing research, focusing on testing constructs themselves (e.g., validity, reliability) or methods of scoring and rating, and related matters (see, for example, Green, 2014; McNamara, 2000). What is missing in this scholarship is basic experimental research on the elimination of paper-and-pencil tests, for example, or their move from the classroom to online environments. Only through research and experimentation of this type will the profession be able to make data-driven arguments about the role or nonrole of paper-and-pencil tests in language curricula\" (VanPatten et al 2015:NaN)
\n\"The concern has largely been to what extent administrators can authenticate the identity of test takers.\" (VanPatten et al 2015:NaN)
\n\"In the present case, the major concern is the degree to which students seek outside help or complete tests in a manner not intended\" (VanPatten et al 2015:NaN)
\n\"the goal was not to examine paperand-pencil tests vs. communicative or pro- ciency-oriented tests and how such tests impact grades. Nor was the goal to examine the context of communicative tests — i.e., the impact of online vs. face-to-face testing of interactions or oral ability with language\" (VanPatten et al 2015:NaN)
\n\"The study sought to determine how students ' performance on paper-and-pencil tests differed depending on whether the tests were taken online or in class, with the understanding that the results could have fundamental implications for the broader discussion of how to move curricula toward pro ciency and communicative outcomes\" (VanPatten et al 2015:NaN)
\n\"Any student who skipped a quiz either online or in class would receive a zero for that quiz. Thus, any participant with a zero score on any quiz was removed from the pool of participants. In the end, seven participants were removed from the pool — roughly 2.8% of the total — resulting in a fi nal sample size of 244. Of these participants, 124 took their quizzes online while 120 took them in class\" (VanPatten et al 2015:NaN)
\n\"the quizzes are integrative and meaningbased; vocabulary, grammar, content, and other material are not isolated into sections but instead are used consistently throughout the quiz. A typical quiz would involve two aural sections in which students hear both sentence length and paragraph-length discourse and then complete a task or answer questions based on what they hear. Quizzes also include what are called \" discourse scrambles, \" in which a paragraph of seven to eight sentences has been scrambled and students must put the sentences into some coherent whole to form the original paragraph. Also included are questions and short sections testing cultural content as well as the movie that accompanies the textbook\" (VanPatten et al 2015:NaN)
\n\"These quizzes are designed to take about 30 - 35 minutes in class\" (VanPatten et al 2015:NaN)
\n\"One of the major challenges was security: Who is taking the test? Are students working together? Are additional aids being used? Are screen shots being taken of the quiz? What are the logistics of proctoring quizzes to approximately 1,000 students each semester? Research into a number of programs and services suggested that instead of trying to increase security, the approach should be to decrease the stakes of the online quizzes\" (VanPatten et al 2015:NaN)
\n\"When put online, the quizzes were labeled as lessonfi nal S ntesis activities instead of quizzes. In addition, students were directed to complete the activities without relying on their books or other materials\" (VanPatten et al 2015:NaN)
\n\"the quizzes taken online and the quizzes taken in class were identical\" (VanPatten et al 2015:NaN)
\n\"To further lower the overall high-stakes nature of the quizzes, their overall impact on the fi nal grade was adjusted: The in-class quizzes were worth 50% of the students ' nal grade, whereas the online quizzes were worth only 25% of the students ' nal grade\" (VanPatten et al 2015:NaN)
\n\"the means between the two groups were remarkably similar, as were their standard deviations\" (VanPatten et al 2015:NaN)
\n\"To be sure there were no hidden differences based on individual course sections, a secondary analysis was conducted in which individual section mean scores were compared\" (VanPatten et al 2015:NaN)
\n\"no main effect was observed\" (VanPatten et al 2015:NaN)
\n\"These results seem to suggest that instructors should not feel that they are sacri fi cing the integrity of testing by moving quizzes and tests to an online environment and thus move their curricula toward a more pro fi ciency-based and communicative orientation\" (VanPatten et al 2015:NaN)
\n\"Because this is a rst study comparing in-class vs. online testing of students and because of the speci fi c hybrid, pro fi ciencybased nature of MSU ' s Spanish language program, these results may not be generalizable to all tests and all classroom contexts\" (VanPatten et al 2015:NaN)
\n\"Students were encouraged to complete them without using their books, and from the results of the study, it appears that this is what they did. Had they consulted their books or sought help, the online quiz scores may have been signi cantly different (i.e., higher) across the board for all of the relevant classes\" (VanPatten et al 2015:NaN)
\n\"one could equally argue that this type of conversion is exactly what online testing needs to become in order to avoid the problems related to cheating and test security outlined earlier. Thus, another important issue emerging from this study is that it may matter what online quizzes are called and how they are presented to students\" (VanPatten et al 2015:NaN)
\n\". Future research may wish to add this as a variable; for example, would the results be different if the online quizzes were labeled as tests or quizzes?\" (VanPatten et al 2015:NaN)
", "tags": [], "relations": {}, "dateAdded": "2015-12-09T11:05:18Z", "dateModified": "2015-12-09T11:05:18Z" } }, { "key": "UWHGHJKZ", "version": 60, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/UWHGHJKZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/UWHGHJKZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "VanPatten et al.", "parsedDate": "2015", "numChildren": 1 }, "data": { "key": "UWHGHJKZ", "version": 60, "itemType": "journalArticle", "title": "In-Class vs. Online Testing in University-Level Language Courses: A Research Report", "creators": [ { "creatorType": "author", "firstName": "Bill", "lastName": "VanPatten" }, { "creatorType": "author", "firstName": "Daniel", "lastName": "Trego" }, { "creatorType": "author", "firstName": "Walter P.", "lastName": "Hopkins" } ], "abstractNote": "Against the background of concerns for how paper-and-pencil testing fits into contemporary language teaching, this brief research report presents the findings of a first study on the difference in scores between in-class testing and online testing in a communicative and proficiency-oriented program. A total of 244 students of third-semester Spanish at the university level participated. One hundred twenty-four took tests online, while 120 took tests in class. Results showed no difference between the scores, suggesting that at least for this particular kind of program, in-class testing can be altered and moved online, freeing up class time for alternative measurements (in this case, curriculum-specific can-do statements).", "publicationTitle": "Foreign Language Annals", "publisher": "", "place": "", "date": "Diciembre 1, 2015", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "n/a-n/a", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Foreign Language Annals", "DOI": "10.1111/flan.12160", "citationKey": "", "url": "http://onlinelibrary.wiley.com.janus.biu.sorbonne.fr/doi/10.1111/flan.12160/abstract", "accessDate": "2015-12-09T10:32:32Z", "PMID": "", "PMCID": "", "ISSN": "1944-9720", "archive": "", "archiveLocation": "", "shortTitle": "In-Class vs. Online Testing in University-Level Language Courses", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2015 by American Council on the Teaching of Foreign Languages", "extra": "", "tags": [ { "tag": "online instruction", "type": 1 }, { "tag": "proficiency-oriented instruction", "type": 1 }, { "tag": "testing", "type": 1 } ], "collections": [ "ZIEWGATA" ], "relations": {}, "dateAdded": "2015-12-09T11:05:18Z", "dateModified": "2015-12-09T11:05:18Z" } }, { "key": "KTFNUAVU", "version": 59, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/KTFNUAVU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/KTFNUAVU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "KTFNUAVU", "version": 59, "itemType": "webpage", "title": "Boitiers de vote", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://boitierdevote.univ-bpclermont.fr/", "accessDate": "2015-09-30T11:39:42Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "MJGMVRAP" ], "relations": {}, "dateAdded": "2015-09-30T11:39:42Z", "dateModified": "2015-09-30T11:39:42Z" } }, { "key": "B5CXPB3V", "version": 58, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/B5CXPB3V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/B5CXPB3V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "B5CXPB3V", "version": 58, "itemType": "webpage", "title": "Plickers", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://plickers.com/", "accessDate": "2015-09-08T10:11:29Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "MJGMVRAP" ], "relations": {}, "dateAdded": "2015-09-08T10:11:29Z", "dateModified": "2015-09-08T10:20:40Z" } }, { "key": "35ZR3W3M", "version": 57, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/35ZR3W3M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/35ZR3W3M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "35ZR3W3M", "version": 57, "itemType": "webpage", "title": "Auteur - Romainville Marc", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://ripes.revues.org/504", "accessDate": "2015-09-08T10:20:20Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "MJGMVRAP" ], "relations": {}, "dateAdded": "2015-09-08T10:20:20Z", "dateModified": "2015-09-08T10:20:20Z" } }, { "key": "E3HJDRRV", "version": 56, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/E3HJDRRV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/E3HJDRRV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Lizzio et al.", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "E3HJDRRV", "version": 56, "itemType": "journalArticle", "title": "University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice", "creators": [ { "creatorType": "author", "firstName": "Alf", "lastName": "Lizzio" }, { "creatorType": "author", "firstName": "Keithia", "lastName": "Wilson" }, { "creatorType": "author", "firstName": "Roland", "lastName": "Simons" } ], "abstractNote": "", "publicationTitle": "Studies in Higher Education", "publisher": "", "place": "", "date": "02/2002", "volume": "27", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "27-52", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/03075070120099359", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/03075070120099359", "accessDate": "2015-09-08T10:15:14Z", "PMID": "", "PMCID": "", "ISSN": "0307-5079, 1470-174X", "archive": "", "archiveLocation": "", "shortTitle": "University Students' Perceptions of the Learning Environment and Academic Outcomes", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "ZIEWGATA" ], "relations": {}, "dateAdded": "2015-09-08T10:16:03Z", "dateModified": "2015-09-08T10:16:03Z" } }, { "key": "U9DC34Z6", "version": 56, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/U9DC34Z6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/U9DC34Z6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Lizzio et al.", "parsedDate": "2002", "numChildren": 2 }, "data": { "key": "U9DC34Z6", "version": 56, "itemType": "conferencePaper", "title": "University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice", "creators": [ { "creatorType": "author", "firstName": "Alf", "lastName": "Lizzio" }, { "creatorType": "author", "firstName": "Keithia", "lastName": "Wilson" }, { "creatorType": "author", "firstName": "Roland", "lastName": "Simons" } ], "abstractNote": "ABSTRACT The relationship between university students ’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results con � rmed students ’ perceptions as in � uencing both ‘hard ’ (academic achievement) and ‘soft ’ (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment in � uenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students ’ perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more � ne-grained analysis of students ’ perceptions. This article seeks to make both a theoretical and practical contribution to the literature regarding the nature and impact of university students ’ perceptions of an academic environment on their learning approaches and outcomes. We will argue that the clarity and generalisability of previous research investigating the association between presage factors in a university learning environment and students ’ approaches to learning in that environment", "proceedingsTitle": "Studies in Higher Education", "conferenceName": "", "publisher": "", "place": "", "date": "2002", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "27–52", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "University students’ perceptions of the learning environment and academic outcomes", "language": "", "libraryCatalog": "CiteSeer", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-09-08T10:14:30Z", "dateModified": "2015-09-08T10:14:30Z" } }, { "key": "9WXKBCXI", "version": 55, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/9WXKBCXI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/9WXKBCXI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/U9DC34Z6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "9WXKBCXI", "version": 55, "parentItem": "U9DC34Z6", "itemType": "attachment", "linkMode": "linked_url", "title": "Citeseer - Full Text PDF", "accessDate": "2015-09-08T10:14:30Z", "url": "http://citeseerx.ist.psu.edunull/", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-09-08T10:14:30Z", "dateModified": "2015-09-08T10:14:30Z" } }, { "key": "CMNGJ7TP", "version": 55, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/CMNGJ7TP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/CMNGJ7TP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/U9DC34Z6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "CMNGJ7TP", "version": 55, "parentItem": "U9DC34Z6", "itemType": "attachment", "linkMode": "linked_url", "title": "Citeseer - Snapshot", "accessDate": "2015-09-08T10:14:30Z", "url": "http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.122.6286", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-09-08T10:14:30Z", "dateModified": "2015-09-08T10:14:30Z" } }, { "key": "5WK4K2PQ", "version": 54, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/5WK4K2PQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/5WK4K2PQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/NG7ARWQF", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "5WK4K2PQ", "version": 54, "parentItem": "NG7ARWQF", "itemType": "note", "note": "Extracted Annotations (8/9/2015 12:11:56)
\n\"on sait que la rétroaction est un facteur clé d'amélioration de l'apprentissage. La classe inversée offre cette possibilité encore peu courante à l'université\" (Tirtiaux and Marchand 2014:1)
\n\"l'intérêt de pouvoir fixer un calendrier qui contraint l'investissement de l'étudiant tout au long de l'année\" (Tirtiaux and Marchand 2014:1)
\n\"Parmi les difficultés, la littérature indique le fait que ce modèle peut dérouter les étudiants (Strayer, 2007). Certains se sentent perdus sans un cours traditionnel qui les guide (Mangan, 2013). Papadopoulos & Santiago Roman (2010) observent que les étudiants rapportent une augmentation de leur charge de travail. Ce problème inquiète Hertz (2012) qui se demande combien d'heures de vidéo les étudiants devraient visionner chaque soir si, d'aventure, tous leurs enseignants inversaient leurs classes... Strayer (2012) observe que les étudiants se sentent mal préparés face aux problèmes à résoudre. La préparation est un point critique de la classe inversée. Certains soulignent la nécessité d'une distinction et d'une articulation efficace entre ce qui est appris à domicile et les activités en présentiel. Dans le cas contraire, les étudiants en viennent à envisager les vidéos comme un secours en cas de non compréhension en classe. Ils ne préparent pas, ce qui contraint l'enseignant à revoir les notions en présentiel, ce qui peut créer de l'ennui chez ceux qui ont vu la matière à la maison (Strayer 2007).\" (Tirtiaux and Marchand 2014:2)
\n\"Du côté des enseignants, la classe inversée peut être perçue comme une menace pour leur identité professionnelle, surtout chez ceux qui se voient avant tout comme des dispensateurs de contenus (Hamdan & al. 2013)\" (Tirtiaux and Marchand 2014:2)
\n\"l'accès à Internet haute vitesse nécessaire pour la consultation des vidéos n'est pas garanti pour tous les étudiants (Hertz, 2012).\" (Tirtiaux and Marchand 2014:2)
\n\"regarder et comprendre les vidéos puis de tester leur compréhension par des quizz. Le niveau de difficulté de ces QCM est délibéré- ment modéré. L'objectif est d'évaluer le bon visionnement et la compréhension élémentaire des notions. Ces QCM ont toutefois une valeur certificative. Ils constituent ainsi une « carotte » permettant de favoriser la progression selon le calendrier proposé et donc la participation des étudiants aux exercices en auditoire\" (Tirtiaux and Marchand 2014:2)
\n\"À la fin de chaque parcours pédagogique, une question ouverte invite les étudiants à signaler les notions jugées difficiles ou insuffisamment assimilées. Ces questions sont remises en forme par l'enseignant et postées sur un forum du cours dédié à chaque parcours pédagogique. Les étudiants sont encouragés à interagir sur le forum. Les notions posant le plus question servent à la confection des séances en présentiel\" (Tirtiaux and Marchand 2014:2)
\n\"Les activités mises en œuvre en auditoire s'appuient sur l'usage de boîtiers de réponse transmis aux étudiants\" (Tirtiaux and Marchand 2014:2)
\n\"Elles sont conçues en tenant compte des données recueillies dans les quizz réalisés sur WebCampus par les étudiants. La préparation de la séance de cours s'enrichit ainsi des interactions ayant eu lieu en ligne. Une question à choix multiple est posée sur le problème complexe présenté aux étudiants. Ceux-ci y répondent dans un premier temps individuellement. Les réponses sont réceptionnées par l'ordinateur portable et projetées dans l'auditoire. Les questions posées sont représentatives du niveau taxonomique de l'examen. Ces questions sont relativement ardues afin de favoriser des réponses partagées.\" (Tirtiaux and Marchand 2014:2)
\n\"Après ce premier vote, les étudiants sont invités à interagir et argumenter leurs réponses vis-à-vis de leurs voisins, à l'aide de leurs notes et de leurs cours\" (Tirtiaux and Marchand 2014:2)
\n\"l'enseignant n'est plus « the sage on stage » mais « the coach on the side ». Il expose les problèmes, répond éventuellement individuellement aux questions des étudiants durant les interactions et présente une courte synthèse des réponses aux problèmes posés\" (Tirtiaux and Marchand 2014:2)
\n\"le parcours pédagogique initié à domicile se prolonge par une séance en présentiel durant laquelle des activités visant des niveaux taxonomiques plus élevés sont mises en œuvre. Les étudiants sont invités à appliquer et manipuler, dans des situations nouvelles, les notions abordées à domicile\" (Tirtiaux and Marchand 2014:2)
\n\"les étudiants apprécient très positivement pouvoir regarder ces vidéos à leur rythme, quand, où (au calme chez eux) et autant de fois qu'ils le veulent. Il y a là une façon personnalisée et ludique d'apprendre qui a plu, comme en témoigne cet étudiant : « Une petite vidéo de physio respi le soir, dans un fauteuil confortable avec un bout de chocolat, des écouteurs et une tasse de thé... What else ? » Les étudiants disent aussi avoir apprécié la qualité et la clarté des vidéos et tout particulièrement les animations commentées qui rendent les graphiques et schémas dynamiques et la matière plus compréhensible. Ils ont également apprécié leur durée courte et l'effort de synthèse. Concernant les quizz, les étudiants disent avoir apprécié les points facilement gagnés, diminuant la pression sur l'examen et le niveau accessible des questions. Mais ce constat est ambivalent, car ils regrettent, dans le même temps, ce niveau facile, jugeant que souvent il leur suffisait de lire leurs notes pour répondre sans véritablement comprendre. Rappelons que ces quizz avaient pour but unique de vérifier la maîtrise des notions de base. Les étudiants sont demandeurs de degrés de difficulté plus variables et de questions plus proches de celles posées en auditoires. Toujours à propos des quizz, les étudiants ont également apprécié les commentaires et explications associés aux corrections. Plus qu'une auto-évaluation, ces quizz étaient pour eux un véritable moment d'apprentissage, d'autant qu'ils disposaient de trois essais pour les réaliser. Ils pouvaient analyser leurs erreurs avec leurs cours ou en visionnant à nouveau les vidéos puis retenter leur chance, sans risquer de perdre des points. Concernant les séances en auditoire, 82 % des étudiants disent s'être « senti incités à collaborer utilement dans leurs apprentissages avec les autres étudiants ». Ils ont particulièrement appré- cié le côté interactif, tant sur le plan de l'échange avec leurs congénères que via le système de vote. Les échanges entre pairs semblent fructueux : 79 % considèrent que ces interactions les ont bien aidés à augmenter leur compréhension des concepts clés. Ils ont également apprécié la possibilité de tester leur compréhension de la matière, le fait de se préparer à l'examen, la confrontation à des questions complexes qui « poussent à réfléchir »\" (Tirtiaux and Marchand 2014:3)
\n\"En auditoire, parmi les écueils soulevés, certains étudiants ont jugé que les questions étaient d'un niveau de difficulté trop élevé et ce, comparativement aux quizz réalisés à domicile. Ce décalage était voulu par le dispositif, mais il pourrait être atténué l'an prochain par des quizz proposant une progressivité de la difficulté. Une deuxième critique concerne les explications de l'enseignant, moins approfondies lorsque les étudiants répondaient majoritairement correctement aux questions. Les étudiants sont demandeurs de plus d'explications même dans ce cas de figure. Ils ont répondu correctement, mais ne savent pas toujours pourquoi. Autre écueil, certains disent avoir manqué de temps pour prendre note des analyses. Ils sont donc preneurs de davantage d'heures et de séances afin de bénéficier de plus d'explications, plus d'exercices et plus de temps pour prendre des notes. Certains suggèrent aussi le fait de recevoir les cas étudiés avant les cours ou des synthèses des réponses après la séance. Enfin, quelques étudiants avancent que le brouhaha en auditoire au moment de la résolution des problèmes ne facilite pas la concentration\" (Tirtiaux and Marchand 2014:3)
\n\"Ce sont finalement les forums de discussion qui ont le moins rencontré l'adhésion des étudiants. 75 % d'entre eux disent ne pas les avoir consultés régulièrement et 93 % ne pas avoir participé régulièrement aux discussions. Les raisons de cet insuccès tiennent notamment au manque de temps, au fait que les étudiants se sentaient à l'aise avec la matière après les QCM et ne jugeaient dès lors pas cet espace de discussion nécessaire\" (Tirtiaux and Marchand 2014:3)
\n\"Si certains étudiants jugent l'outil utile et qu'ils ont pu y trouver réponses à leurs questions, d'autres le trouvent peu convivial, austère et pas pratique. Mais il semble que la raison majeure de l'insuccès réside, comme le dit un étudiant, dans la « densité et la quantité des informations qui y sont présentes »\" (Tirtiaux and Marchand 2014:3)
\n\"on peut se demander si ce dispositif est chronophage\" (Tirtiaux and Marchand 2014:3)
\n\"cette légère surcharge s'explique par un déficit d'alignement des matériaux fournis aux étudiants. Les étudiants se sont plaints d'un décalage entre le contenu des vidéos et le contenu du syllabus ; la constitution de leurs supports de cours leur aurait dès lors pris beaucoup de temps\" (Tirtiaux and Marchand 2014:3)
\n\"Du côté de l'enseignant, l'élaboration des vidéos représente un travail considérable\" (Tirtiaux and Marchand 2014:3)
\n\"Quant aux quizz, une fois réalisés, les corrections sont automatiques. En réalité, c'est encore le suivi des forums qui se révèle au final le plus exigeant\" (Tirtiaux and Marchand 2014:3)
\n\"La classe inversée ne doit toutefois pas être vue comme un dispositif rigide, mais comme un canevas général susceptible d'être décliné de façon variée et inventive. Rien ne dit, par exemple, que la partie transmissive doit forcé- ment prendre la forme de vidéos\" (Tirtiaux and Marchand 2014:4)
\n\"il n'est pas désirable que la classe inversée s'étende à l'ensemble des cours, au risque de contraindre les étudiants à de longues heures de visionnement de vidéos\" (Tirtiaux and Marchand 2014:4)
", "tags": [], "relations": {}, "dateAdded": "2015-09-08T10:13:00Z", "dateModified": "2015-09-08T10:13:02Z" } }, { "key": "H3WFKWSR", "version": 52, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/H3WFKWSR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/H3WFKWSR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "H3WFKWSR", "version": 52, "itemType": "webpage", "title": "toReply Application", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://toreply.univ-lille1.fr/", "accessDate": "2015-09-08T10:11:42Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "MJGMVRAP" ], "relations": {}, "dateAdded": "2015-09-08T10:11:42Z", "dateModified": "2015-09-08T10:11:42Z" } }, { "key": "NG7ARWQF", "version": 54, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/NG7ARWQF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/NG7ARWQF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Tirtiaux and Marchand", "parsedDate": "2014", "numChildren": 1 }, "data": { "key": "NG7ARWQF", "version": 54, "itemType": "journalArticle", "title": "Classe inversée et enseignement par les pairs en médecine", "creators": [ { "creatorType": "author", "firstName": "J.", "lastName": "Tirtiaux" }, { "creatorType": "author", "firstName": "E.", "lastName": "Marchand" } ], "abstractNote": "La classe inversée, de quoi s’agit-il ? Les tables et les chaises accrochées\nau plafond ? Les étudiants qui enseignent et les professeurs\nqui écoutent ? Plus sérieusement, c’est l’inversion du modèle\nclassique de l’enseignement. Généralement, en classe, l’enseignant\ntransmet les savoirs à des étudiants passifs, attelés à l’écoute et à la\nprise de note. Les exercices sont réalisés hors des heures de cours.\nL’inversion consiste à reporter à domicile l’apprentissage des savoirs\nde base souvent grâce aux outils d’E-learning. Les heures en salle sont\nlibérées au profit d’exercices actifs réalisés avec le professeur.\nDans le cadre du projet PUNCH (Pédagogie Universitaire Namuroise\nen Changement), Éric Marchand professeur à la faculté de médecine\nexplore ce dispositif. C’est à cette initiative qu’est consacré ce\n83e numéro de RÉSEAU rédigé par Johan Tirtiaux en collaboration\navec Éric Marchand.", "publicationTitle": "RÉSEAU", "publisher": "", "place": "", "date": "2014", "volume": "83", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://directory.unamur.be/research/publications/a47d7648-1469-43cb-a4f6-4b2abb245c82/formats", "accessDate": "2015-09-08T09:35:21Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "ZIEWGATA" ], "relations": {}, "dateAdded": "2015-09-08T09:35:21Z", "dateModified": "2015-09-08T10:09:24Z" } }, { "key": "ZP3UBAXC", "version": 45, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/ZP3UBAXC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/ZP3UBAXC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/3BKWRGQ6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "ZP3UBAXC", "version": 45, "parentItem": "3BKWRGQ6", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-06-19T09:38:22Z", "url": "http://ripes.revues.org/524", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:38:22Z", "dateModified": "2015-06-19T09:38:22Z" } }, { "key": "3I9UK9VJ", "version": 45, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/3I9UK9VJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/3I9UK9VJ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/3BKWRGQ6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "3I9UK9VJ", "version": 45, "parentItem": "3BKWRGQ6", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2015-06-19T09:38:22Z", "url": "http://ripes.revues.org/pdf/524", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:38:22Z", "dateModified": "2015-06-19T09:38:22Z" } }, { "key": "3BKWRGQ6", "version": 45, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/3BKWRGQ6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/3BKWRGQ6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Berthiaume et al.", "parsedDate": "2011-12-31", "numChildren": 2 }, "data": { "key": "3BKWRGQ6", "version": 45, "itemType": "journalArticle", "title": "Réduire la subjectivité lors de l’évaluation des apprentissages à l’aide d’une grille critériée : repères théoriques et applications à un enseignement interdisciplinaire", "creators": [ { "creatorType": "author", "firstName": "Denis", "lastName": "Berthiaume" }, { "creatorType": "author", "firstName": "Jérôme", "lastName": "David" }, { "creatorType": "author", "firstName": "Thomas", "lastName": "David" } ], "abstractNote": "Cet article porte sur les apports des grilles critériées (ou rubric en anglais) aux enseignements, en intégrant à la fois la présentation des repères théoriques de ces grilles et la description de leurs applications à un enseignement interdisciplinaire. Les grilles critériées permettent de mieux définir les critères d’évaluation et même les indicateurs ou niveaux de performance correspondant aux divers critères, et ainsi de réduire la subjectivité de l’enseignant lors de l’interprétation des rendus des étudiants (travail écrit ou présentation orale). Toutefois, si les grilles permettent de réduire la subjectivité de l’enseignant lors de l’interprétation des rendus des étudiants, cet article souligne qu’elles ne l’éliminent pas complètement. Certains paramètres, qui doivent être pris en compte par les enseignants (enthousiasme, créativité intellectuelle, persévérance, etc.), sont en effet impossibles à fixer dans une grille, sous peine de l’étendre à l’infini.", "publicationTitle": "Revue internationale de pédagogie de l’enseignement supérieur", "publisher": "", "place": "", "date": "2011/12/31", "volume": "", "issue": "27-2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ripes.revues.org/524", "accessDate": "2015-06-19T09:38:22Z", "PMID": "", "PMCID": "", "ISSN": "2076-8427", "archive": "", "archiveLocation": "", "shortTitle": "Réduire la subjectivité lors de l’évaluation des apprentissages à l’aide d’une grille critériée", "language": "fr", "libraryCatalog": "ripes.revues.org", "callNumber": "", "rights": "© Tous droits réservés", "extra": "", "tags": [ { "tag": "grilles critériées", "type": 1 }, { "tag": "rubrics", "type": 1 }, { "tag": "subjectivité", "type": 1 }, { "tag": "évaluation des apprentissages", "type": 1 } ], "collections": [ "ZIEWGATA" ], "relations": {}, "dateAdded": "2015-06-19T09:38:22Z", "dateModified": "2015-06-19T09:38:22Z" } }, { "key": "EW2ARDQZ", "version": 45, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/EW2ARDQZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/EW2ARDQZ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/PAPAJWA4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "EW2ARDQZ", "version": 45, "parentItem": "PAPAJWA4", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2015-06-19T09:38:07Z", "url": "http://ripes.revues.org/pdf/499", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:38:07Z", "dateModified": "2015-06-19T09:38:07Z" } }, { "key": "PAPAJWA4", "version": 45, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/PAPAJWA4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/PAPAJWA4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Romainville", "parsedDate": "2011-12-31", "numChildren": 2 }, "data": { "key": "PAPAJWA4", "version": 45, "itemType": "journalArticle", "title": "Objectivité versus subjectivité dans l’évaluation des acquis des étudiants", "creators": [ { "creatorType": "author", "firstName": "Marc", "lastName": "Romainville" } ], "abstractNote": "Il est fréquent d’entendre regretter que l’évaluation des acquis des étudiants manque d’objectivité. Un bon nombre de pratiques évaluatives innovantes vise d’ailleurs spécifiquement à restreindre la subjectivité des évaluations. Mais que faut-il entendre par là ? L’évaluation peut-elle vraiment être objective ? La subjectivité n’est-elle pas consubstantielle à tout acte évaluatif ? L’objectif du présent article est de discuter de cette tension entre subjectivité et objectivité dans l’évaluation des acquis en trois temps. Dans une première partie, on cherchera à définir ce que recouvrent les notions d’objectivité et de subjectivité dans le champ de l’évaluation des acquis. Quelques données empiriques se rapportant à cette tension dans l’enseignement supérieur seront présentées dans la deuxième partie. On tentera enfin, dans la troisième partie, de délimiter les contours d’un compromis à trouver entre une recherche chimérique d’une objectivité parfaite et les dérives non moins redoutables d’une subjectivité débridée.", "publicationTitle": "Revue internationale de pédagogie de l’enseignement supérieur", "publisher": "", "place": "", "date": "2011/12/31", "volume": "", "issue": "27-2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ripes.revues.org/499", "accessDate": "2015-06-19T09:38:07Z", "PMID": "", "PMCID": "", "ISSN": "2076-8427", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "fr", "libraryCatalog": "ripes.revues.org", "callNumber": "", "rights": "© Tous droits réservés", "extra": "", "tags": [ { "tag": "objectivité", "type": 1 }, { "tag": "pratique évaluative", "type": 1 }, { "tag": "subjectivité", "type": 1 }, { "tag": "évaluation des acquis", "type": 1 } ], "collections": [ "ZIEWGATA" ], "relations": {}, "dateAdded": "2015-06-19T09:38:07Z", "dateModified": "2015-06-19T09:38:07Z" } }, { "key": "QMGXTXWZ", "version": 45, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/QMGXTXWZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/QMGXTXWZ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/PAPAJWA4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "QMGXTXWZ", "version": 45, "parentItem": "PAPAJWA4", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-06-19T09:38:07Z", "url": "http://ripes.revues.org/499", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:38:07Z", "dateModified": "2015-06-19T09:38:07Z" } }, { "key": "BFTBWF7X", "version": 44, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/BFTBWF7X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/BFTBWF7X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "creatorSummary": "Salmon et al.", "parsedDate": "2009-06-26", "numChildren": 2 }, "data": { "key": "BFTBWF7X", "version": 44, "itemType": "journalArticle", "title": "Construction d’un outil d’évaluation de la qualité des actions d’accompagnement pédagogique. Synthèse d’échanges et d’analyse de pratiques professionnelles en Communauté française de Belgique", "creators": [ { "creatorType": "author", "firstName": "Didier", "lastName": "Salmon" }, { "creatorType": "author", "firstName": "Dorothée", "lastName": "Baillet" }, { "creatorType": "author", "firstName": "Marie", "lastName": "Boulvain" }, { "creatorType": "author", "firstName": "Bernard", "lastName": "Cobut" }, { "creatorType": "author", "firstName": "Michel", "lastName": "Coupremanne" }, { "creatorType": "author", "firstName": "Dominique", "lastName": "Duchâteau" }, { "creatorType": "author", "firstName": "Anne-France", "lastName": "Lanotte" }, { "creatorType": "author", "firstName": "Pascale", "lastName": "Dubois" }, { "creatorType": "author", "firstName": "Sabine", "lastName": "Goemaere" }, { "creatorType": "author", "firstName": "Bernadette", "lastName": "Noël" }, { "creatorType": "author", "firstName": "Mireille", "lastName": "Houart" }, { "creatorType": "author", "firstName": "Pauline", "lastName": "Slosse" } ], "abstractNote": "L'accompagnement pédagogique dans l'enseignement supérieur dépend de multiples facteurs qu'il est important d'analyser dans une démarche qualité. Un groupe de chercheurs et de praticiens de plusieurs universités et hautes écoles se sont penchés sur la démarche de l'évaluation de ces actions pour en formaliser les caractéristiques, les difficultés et les limites.De la comparaison de leurs expériences d'accompagnement pédagogique en première année de bachelier et de la formalisation de leurs pratiques d'évaluation, les membres du groupe ont dégagé un modèle synthétique, qu’ils ont présenté lors d’un congrès de l’AIPU.Le modèle décrit dans cet article relie entre elles les différentes questions contenues dans le processus d’évaluation d’un dispositif d’accompagnement pédagogique. Quels sont les buts de l'évaluation ? Sur quoi porte la prise d'information ? Les éléments du modèle sont explicités et concrétisés dans trois exemples d'évaluation.", "publicationTitle": "Revue internationale de pédagogie de l’enseignement supérieur", "publisher": "", "place": "", "date": "2009/06/26", "volume": "", "issue": "25-2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ripes.revues.org/252", "accessDate": "2015-06-19T09:35:42Z", "PMID": "", "PMCID": "", "ISSN": "2076-8427", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "fr", "libraryCatalog": "ripes.revues.org", "callNumber": "", "rights": "© Tous droits réservés", "extra": "", "tags": [ { "tag": "accompagnement des étudiants", "type": 1 }, { "tag": "co-construction d’un modèle", "type": 1 }, { "tag": "confrontation d’expériences", "type": 1 }, { "tag": "première année de l’enseignement supérieur", "type": 1 }, { "tag": "évaluation des actions", "type": 1 } ], "collections": [ "ZIEWGATA" ], "relations": {}, "dateAdded": "2015-06-19T09:35:42Z", "dateModified": "2015-06-19T09:35:42Z" } }, { "key": "M3UA23Q7", "version": 44, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/M3UA23Q7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/M3UA23Q7", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/BFTBWF7X", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "M3UA23Q7", "version": 44, "parentItem": "BFTBWF7X", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-06-19T09:35:42Z", "url": "http://ripes.revues.org/252", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:35:42Z", "dateModified": "2015-06-19T09:35:42Z" } }, { "key": "9PBPGMI8", "version": 44, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/9PBPGMI8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/9PBPGMI8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/BFTBWF7X", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "9PBPGMI8", "version": 44, "parentItem": "BFTBWF7X", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2015-06-19T09:35:42Z", "url": "http://ripes.revues.org/pdf/252", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:35:42Z", "dateModified": "2015-06-19T09:35:42Z" } }, { "key": "ZH5ZNK42", "version": 43, "library": { "type": "group", "id": 326221, "name": "SPCÉval", "links": { "alternate": { "href": "https://www.zotero.org/groups/spcval", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/326221/items/ZH5ZNK42", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/spcval/items/ZH5ZNK42", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/326221/items/XM3MJIFT", "type": "application/json" } }, "meta": { "createdByUser": { "id": 87713, "username": "aquilario", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } } }, "data": { "key": "ZH5ZNK42", "version": 43, "parentItem": "XM3MJIFT", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2015-06-19T09:32:06Z", "url": "http://rfp.revues.org/1404", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-06-19T09:32:06Z", "dateModified": "2015-06-19T09:32:06Z" } } ]