Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ?

Abstract

Cet article répond à cette question centrale : « Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ? » en l’abordant selon deux angles distincts. Le premier a trait aux attitudes et représentations des différentes parties prenantes quant à cette question. Ces attitudes ne sont pas univoques bien qu’elles soient, en tendance, favorables à l’implication des étudiants dans les dispositifs d’évaluation des enseignements. Le second a trait à la validité de l’information ainsi récoltée. La plupart des recherches et les méta-analyses effectuées soutiennent plutôt la validité de l’EEE. Ce n’est cependant pas toujours le cas et cette validité est au moins partiellement en débat. Les auteurs plaident, dans les conclusions, pour que l’écologie locale et le contexte, notamment disciplinaire, soient pris en compte lors d’analyses de la validité qui devraient, selon eux, envisager des méthodologies plus naturalistes.In this paper we answered a central question: “Do students have enough skills to assess teaching’s quality?” through two different indicators. The first one related to stakeholders various attitudes and representations about this question, knowing that they (attitudes and representations) change from one stakeholder to one other but are, as a trend, in favor of including students within the teaching quality assessment. The second one deals with the concept of validity of collected information. Most of the studies and meta-analysis support the validity of the process even though some validity might still be discussed. We plead, as a conclusion, to also take into account local ecology and context (mainly disciplinary) in validity analysis which may lead, according to us, to a more naturalistic methodology.Este artigo responde, segundo dois ângulos distintos, a esta questão central: “Os estudantes são competentes para avaliar a qualidade do ensino?” O primeiro tem a ver com as atitudes e as representações das diferentes partes sobre esta questão. Estas atitudes não são unívocas, mesmo que elas sejam, tendencialmente, favoráveis à implicação dos estudantes nos dispositivos de avaliação do ensino. O segundo tem a ver com a validade da informação recolhida desta forma. A maior parte das investigações e meta-análises efetuadas sustentam a validade da avaliação do ensino pelos estudantes, não obstante ser posta causa e, pelo menos, parcialmente discutida. Os autores defendem, nas suas conclusões, que a ecologia local e o contexto, nomeadamente disciplinar, sejam tomados em conta nas análises da validade, na senda, segundo eles, de metodologias mais naturalistas

Improving the Effectiveness of Teacher Assessment in Higher Education: A Case Study of Professors’ Perceptions in Morocco

“…The literature review indicated that the majority of teachers do not question the role and relevance of student teaching assessment (Beran & Rokosh, 2009;Berthiaume et al, 2011;Detroz & Blais, 2012). The results of our study showed that just over two-thirds of the teachers surveyed (69.6%) agreed with the assessment of teaching by students.…”

“…On the other hand, for some professors, the information collected from the students makes it difficult to obtain real insight into the quality of the course being taught (Berthiaume et al, 2011;Detroz & Blais, 2012;Younès & Romainville, 2012). Professors believed that student evaluations are unreliable, since they are not qualified to identify good teaching and the questionnaires are not valid instruments for assessing the quality of teaching (Bocquillon et al, 2017;Endrizzi, 2014;Gravestock & Gregor-Greenleaf, 2008).…”

“…Studies show that using data derived from questionnaires is the most common way to assess the quality of teaching (Detroz & Blais, 2012;Younès & Romainville, 2012). Just over three-quarters of the teachers surveyed (78.9%) noted that student assessment should not be the only way to assess the quality of teaching, and believed that peers, professors and graduates could be involved in assessing the quality of teaching.…”

Improving the Effectiveness of Teacher Assessment in Higher Education: A Case Study of Professors’ Perceptions in Morocco

“…Students are the only witnesses of the teaching; they are the only ones who can indicate whether the teacher's presentations are clear, whether the teacher's feedback helps them to progress, whether the teacher's strategies can promote student understanding [loose translation] [24] On the other hand, for some professors, the information collected from the students makes it di cult to obtain real insight into the quality of the course being taught [16,21,25]. Professors believed that student evaluations are unreliable, since they are not quali ed to identify good teaching and the questionnaires are not valid instruments for assessing the quality of teaching [17,[26][27].…”

Un éclairage sur l’influence des évaluations mutuelles entre professeurs et étudiants en contexte universitaire : vers une conception resocialisante

“…tout le courant conflictualiste de la sociologie de l'éducation, notamment les travaux de Bourdieu et Passeron, 1964, 1970, et d'autres encore se penchent sur les effets simultanés de l' environnement des études et de l' expérience universitaire des étudiants (Blais et al, 1997;Coulon, 1997;Coulon et Paivandi, 2008;Frenay et al, 1998;Marton et Säaljö, 1976;Ramsden et Entwistle, 1981;Romainville, 2006Romainville, , 2013Wathelet et Vieillevoye, 2013). De nombreuses études ont examiné les visées de l' évaluation de l' enseignement par les étudiants (EEE), en rapport avec l'amélioration de l' enseignement et le développement professionnel des enseignants (Detroz et Blais, 2012;Dumont, Rochat, Berthiaume et Lanarès, 2012;Fontaine, 2009;Poissant, 1996 Cependant, elles comportent aussi quelques limites sur lesquelles il est instructif de s'arrêter. D'abord, elles s'appuient quasi uniquement sur des questionnaires : l' on s'intéresse particulièrement aux scores obtenus et la préoccupation, donc, est celle de la qualité et des effets des pratiques évaluatives sur la réussite ou l' échec scolaire des étudiants, réussite ou échec étant conçus de manière normative.…”