Pratiques d’adaptation de l’évaluation pour l’inclusion d’élèves dyslexiques : qu’arrive-t-il au deuxième cycle du secondaire ?

Denis, Constance; Lison, Christelle; Lépine, Martin

doi:10.3917/nras.074.0027

Cited by 3 publications

(2 citation statements)

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“…The more failure they face, the more their performances are likely to be undermined. However, research has also shown that with appropriate and accessible evaluation methods (instructions read aloud by teachers, simplified grammar and vocabulary, oral answers; Waterfield, 2002;Denis, Lison, & Lépine, 2016) performance might be less undermined as reading is deemphasized. Therefore, loosening the relationship between Self and poor performance by modifying the performance context may benefit success (Huguet et al, 2001).…”

Section: The School Context a Particular Environment In The Relations...mentioning

confidence: 99%

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

et al. 2022

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Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between "school" and "failure". The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in nonacademic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This

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Section: The School Context a Particular Environment In The Relations...mentioning

confidence: 99%

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

et al. 2022

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“…English-speaking authors (Calhoon et al, 2000;Fuchs & Fuchs, 2001;Salend & Duhaney, 2002;Scanlon & Baker, 2012) refer to these mechanisms of differentiation using the terms "inclusive setting," "adaptations" or "test accommodations." In the French-language academic literature, authors (Denis et al, 2016;Meirieu, 2016;Paré, 2012;Poirier et al, 2017) use terms such as accommodations, adaptations, aménagements or pratiques différenciées. All of these terms entail adapting practices with a view to integrating students into a "regular" context.…”

Section: Task Accommodationsmentioning

confidence: 99%

Description of the process of developing a rubric specific to a learning and evaluation situation in the context of modifying learning content for secondary school students with autism spectrum disorder

Lamarche,

Durand

2022

Mesure Et Évaluation en Éducation

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Description du processus d’élaboration d’une grille d’évaluation spécifique à une situation d’apprentissage et d’évaluation en contexte de modification des contenus d’apprentissage auprès d’élèves du secondaire présentant un trouble du spectre de l’autisme

Lamarche,

Durand

2023

mee

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L’élaboration d’une grille d’évaluation est une tâche complexe qui exige une bonne connaissance de l’objet d’évaluation et du niveau d’apprentissage des apprenants pour lesquels elle est destinée. Parmi les différents types de grilles d’évaluation qui sont utilisées en milieu scolaire, la grille descriptive critériée ainsi que la grille descriptive analytique s’avèrent des choix particulièrement appropriés pour guider le jugement des évaluateurs. En suivant la méthodologie de la recherche-développement, les concepteurs se sont engagés dans un processus réflexif qui, après de nombreux aller-retour dans la formulation des critères, des échelons et des descripteurs, a mené à l’élaboration, à la validation et à la mise à l’essai de trois versions d’une grille descriptive analytique. Les résultats permettent d’identifier les éléments à considérer dans la construction de cet outil pour des élèves du premier cycle du secondaire présentant un trouble du spectre de l’autisme (TSA) et une grande diversité de profils cognitifs.

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Pratiques d’adaptation de l’évaluation pour l’inclusion d’élèves dyslexiques : qu’arrive-t-il au deuxième cycle du secondaire ?

Cited by 3 publications

References 0 publications

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

Description of the process of developing a rubric specific to a learning and evaluation situation in the context of modifying learning content for secondary school students with autism spectrum disorder

Description du processus d’élaboration d’une grille d’évaluation spécifique à une situation d’apprentissage et d’évaluation en contexte de modification des contenus d’apprentissage auprès d’élèves du secondaire présentant un trouble du spectre de l’autisme

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