Résumés
Résumé
L’étude de nature interprétative rapportée dans cet article a pour but d’examiner les perceptions des membres du personnel enseignant à l’égard de la pratique de pondération d’une partie ou de l’ensemble des résultats des élèves à l’épreuve provinciale annuelle à leurs résultats de fin de cours en mathématiques 9e année. En réponse à certains items du questionnaire contextuel à l’intention du personnel enseignant, administré en 2009-2012, 90% des enseignants des écoles de langue française de l’Ontario disent que cette pratique motive les élèves à prendre le test au sérieux. Leurs commentaires reflètent des préoccupations vis-à-vis des caractéristiques et comportements de l’élève et des conditions et caractéristiques du test, comme son enjeu et la taille de la pondération. Les constats rapportés rejoignent ceux proposés par Eklöf (2010) dans son modèle de motivation des élèves en situation d’évaluations à grande échelle.
Mots-clés :
- évaluation,
- évaluation à grande échelle,
- notation,
- motivation
Abstract
In this qualitative study we examined teacher perceptions related to the optional practice of having part or all of a student’s results to Ontario’s annual Grade 9 province-wide assessment of Mathematics count for his or her final course grades. In response to items from the background questionnaire administered in 2009-2012, 90% percent of teachers from Ontario’s French-language schools agree that the practice motivates students to take the assessment more seriously. Related comments show concerns primarily regarding student characteristics and behavior as well as test conditions and characteristics such as the test stakes and the weight attributed to the results. The reported issues parallel those proposed by Eklöf (2010) in her model on the relationships between test stakes, test-taking motivation and test performance.
Keywords:
- assessment,
- large-scale assessment,
- grading,
- motivation
Resumo
O estudo de natureza interpretativa apresentado neste artigo tem por finalidade examinar as perceções dos professores no que respeita à prática de ponderação de uma parte ou do conjunto dos resultados dos alunos no exame provincial anual com os seus resultados finais em matemática do 9.º ano. Em resposta a certos itens do questionário contextual, administrado em 2009-2012, 90% dos professores das escolas de língua francesa do Ontário dizem que esta prática motiva os alunos a levar o teste a sério. Os comentários refletem preocupações em relação às características e aos comportamentos dos alunos e às condições e às características do teste, como, por exemplo, o seu grau de dificuldade e o peso atribuído. As constatações apresentadas neste artigo vão ao encontro daquelas propostas por Eklöf (2010) no seu modelo de motivação dos alunos em situação de avaliação em grande escala.
Palavras chaves:
- avaliação,
- avaliação em grande escala,
- notação,
- motivação
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Parties annexes
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