ÉCHELLE DESCRIPTIVE D'APPRÉCIATION DU RENDEMENT DE L'ÉLÈVE: ACQUIS ET PROBLÉMATIQUES
Abstract
RÉSUMÉ Sous l'influence du constructivisme et du cognitivisme, l'évaluation en salle de classe se dégage progressivement de la notation quantitative et tente de mettre à profit des approches plutôt qualitatives. Ce virage a suscité récemment de nombreux écrits sur l'évaluation de la performance à partir d'une échelle descriptive d'appréciation. Le présent article fait état des acquis en matière de notation qualitative et analyse les principaux aspects problématiques. DESCRIPTIVE RATING SCALE OF STUDENT PERFORMANCE: STATE OF THE ART ABSTRACT. Under the influence of constructivism and cognitivism, classroom assessment is gradually moving from quantitative to qualitative grading methods. This change of direction has given rise ta many papers on performance assessment using a descriptive rating scale such as the rubric. This article reports on the current trends in qualitative grading and analyzes the main problematic aspects.Downloads
Published
2004-09-01
How to Cite
Forgette-Giroux, R., & Simon, M. (2004). ÉCHELLE DESCRIPTIVE D’APPRÉCIATION DU RENDEMENT DE L’ÉLÈVE: ACQUIS ET PROBLÉMATIQUES. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 39(003). Retrieved from https://mje.mcgill.ca/article/view/8755
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