Un appel au changement dans l'évaluation sommative : Idées générées par les élèves pendant la pandémie de COVID-19
DOI :
https://doi.org/10.25071/1916-4467.40814Mots-clés :
évaluation sommative, évaluation impliquant les él``eves, école secondaire, pandémie de COVID-19, étude canadienneRésumé
Les changements apportés à l'évaluation sommative par la pandémie de COVID-19 ont suscité de nombreuses réflexions et discussions entre les élèves et les enseignant·e·s. Dans cet article, nous mettons en évidence l'importance de l'implication des élèves dans leurs évaluations sommatives, et nous soulignons la nécessité de les considérer, au même titre que leurs enseignant·e·s, comme des usager·ères de l'évaluation. Nous considérons les points de vue des élèves sur l'évaluation et la manière dont ils développent leur agentivité lorsqu’ils disposent d’un pouvoir de choix et d’un rôle actif dans la conception de leurs évaluations sommatives. Les élèves ont identifié quatre aspects clés de l'évaluation : la possibilité d’avoir de l’autonomie et du choix, le caractère personnalisé de l’évaluation, l'expérience d'un apprentissage authentique, et la valorisation des discussions en classe comme forme d'évaluation. Afin de répondre aux préoccupations soulevées par les élèves dans cette recherche, nous proposons des pistes de transformation des programmes d'études et aux politiques d'évaluation afin qu’ils répondent mieux aux besoins et réalités des élèves.
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© Dr. Carolyn Clarke, Dr. Steven Van Zoost, Jo Anne Broders 2025
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