(Dé) construire la note : le guide d’un enseignant afin d’atténuer les impacts négatifs des notes dans un système universitaire néolibéral
Mots-clés :
noter, néolibéral , enseignement supérieur, évaluation, motivation, autonomie, commentaires d’évaluation formativeRésumé
Les critiques de l’université néolibérale affirment que l’évaluation compromet l’apprentissage. Ici, je complète un survol de la littérature pour déterminer si de telles critiques sont soutenues par des recherches. En étudiant la relation entre l’évaluation, la motivation, les commentaires d’évaluation et l’autonomie, je conclus que les notes ont un impact négatif sur l’apprentissage. J’explore les implications pour les enseignants des universités canadiennes, en suggérant que renoncer aux notes n’est ni faisable ni optimal pour les étudiants. Je propose des adaptations pragmatiques aux pratiques courantes qui favorisent davantage l’apprentissage et je conclus que des stratégies d’évaluation moins centrées sur les notes ne sont pas seulement la meilleure façon de soutenir l’apprentissage des étudiants, mais aussi atténuent l’influence de l’idéologie néolibérale.
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