L'évaluation, une menace ?

Can tests improve learning in real university classrooms?

“…But, in all cases, the fact that the test is TESTS AND LEARNING IMPROVEMENT compulsory or as least strongly encouraged (Grimstad & Grabe, 2004;Trumbo et al, 2016) affects the occurrence of such a beneficial effect of testing on learning. Such conclusions are totally in line with social psychology research showing that tests can be perceived as either learning tools or selection tools with further impact on learning outcomes (Darnon et al, 2011;Smeding et al, 2013).…”

“…These results bring important insights regarding the significance of tests in such contexts. Indeed, as suspected, in real classroom contexts, where tests can be perceived as either learning tools or selection tools (Darnon et al, 2011;Souchal et al, 2014), non-graded tests seem to be more efficient than graded tests for increasing learning. However, it is worth noting, despite obvious, that the students had to eventually take the tests to benefit from it.…”

“…Interestingly, in their review, Roediger and Karpicke (2006a) highlighted the fact that, in general, both teachers and students tend to consider tests as assessment devices rather than learning tools, with potential consequences on their effects on learning. This issue is important because research has identified that the significance attributed to a test (whether the test is used as a tool for learning or for comparison and selection) can significantly impact its effects (see Darnon et al, 2011). For example, in Smeding et al (2013), students enrolled in a statistical class had to take a test presented as part of the learning process (mastery-oriented assessment) or as a way to compare students to 6 TESTS AND LEARNING IMPROVEMENT each other and select the best of them (selection-oriented assessment).…”

Orientation politique et soutien à l’innovation pédagogique : qui sont les plus réfractaires ?

“…Plusieurs recherches ont permis d'identifier que le rôle de l'École n'est pas seulement de former les élèves, de leur enseigner des savoirs et savoir-faire. Elle conduit également à sélectionner et à orienter les élèves vers des métiers dont le statut social est plus ou moins élevé (Batruch et al, 2019 ;Darnon et al, 2009 ;Darnon et al, 2011). En effet, la réussite scolaire est l'un des principaux critères déterminant l'accès à des positions sociales plus ou moins privilégiées, particulièrement en France (Dubet et al, 2010).…”