{"id":1515,"date":"2020-05-11T08:00:40","date_gmt":"2020-05-11T07:00:40","guid":{"rendered":"https:\/\/edu.ge.ch\/site\/tablettepedagogique\/?p=1515"},"modified":"2020-05-07T19:57:12","modified_gmt":"2020-05-07T18:57:12","slug":"une-evaluation-motivante","status":"publish","type":"post","link":"https:\/\/edu.ge.ch\/site\/tablettepedagogique\/2020\/05\/11\/une-evaluation-motivante\/","title":{"rendered":"Une \u00e9valuation motivante?"},"content":{"rendered":"
L’enseignement \u00e0 distance nous met dans une position in\u00e9dite, notamment parce que nous ne pouvons plus \u00e9valuer nos \u00e9l\u00e8ves avec\u00a0“des notes qui comptent”. Soyons pr\u00e9cis: “qui comptent dans la moyenne<\/i>” parce que visiblement, elles “comptent” pour mes \u00e9l\u00e8ves! En effet, je me serais attendue \u00e0 ce que les \u00e9l\u00e8ves n’accordent aucune importance \u00e0 leurs r\u00e9sultats mais j’ai \u00e9t\u00e9 surprise de les voir au contraire tr\u00e8s motiv\u00e9s \u00e0 obtenir de bons scores!<\/div>\n

 <\/p>\n

Sur moodle, j’ai param\u00e9tr\u00e9 les exercices pour leur offrir autant de tentatives qu’ils le souhaitent, avec, entre deux tentatives, un feedback leur permettant de voir ce qui est juste ou faux et d’avoir acc\u00e8s \u00e0 tout ou partie de la correction*. Les \u00e9l\u00e8ves tiennent \u00e0 repasser les tests et \u00e0 am\u00e9liorer leurs r\u00e9sultats!<\/div>\n

 <\/p>\n

Ici un \u00e9l\u00e8ve qui a essay\u00e9 trois fois de suite, le m\u00eame jour, pour am\u00e9liorer ses r\u00e9sultats:<\/i><\/div>\n
\"\"<\/a><\/div>\n

 <\/p>\n

Quand j’ai oubli\u00e9 ce param\u00e9trage dans un test, ils l’ont r\u00e9clam\u00e9! Voici un extrait d’un message d’une \u00e9l\u00e8ve: “je pr\u00e9f\u00e8re avoir acc\u00e8s \u00e0 plusieurs tentatives, cela permet de r\u00e9viser\/refaire un exercice dans un second temps pour s’assurer\u00a0que l’on a compris la th\u00e9matique.”<\/i><\/div>\n

 <\/p>\n

\n
L\u00e0 une \u00e9l\u00e8ve qui a essay\u00e9 \u00e0 plus d’un mois d’intervalle et qui a effectivement \u00e9galement am\u00e9lior\u00e9 ses r\u00e9sultats:<\/i><\/div>\n
\"\"<\/a><\/div>\n<\/div>\n

 <\/p>\n

Il semblerait donc qu’une \u00e9valuation “qui ne compte pas” puisse \u00eatre v\u00e9cue comme un challenge, avec la r\u00e9compense de la r\u00e9ussite \u00e0 la cl\u00e9!<\/div>\n

 <\/p>\n

Pour prolonger cette r\u00e9flexion, je vous propose\u00a0cette publication canadienne de 2002: L\u2019\u00e9valuation source de motivation ou de d\u00e9motivation?<\/a>. L’auteur (Rolland Viau) retient 4 caract\u00e9ristiques rendant l’\u00e9valuation motivante. Les \u00e9valuations formatives sur moodle semblent r\u00e9pondre aux crit\u00e8res 2, 3 et 4:
\n“1. Faire en sorte que l’\u00e9l\u00e8ve ne voit pas ses erreurs comme \u00ab des fautes p\u00e9nalisantes \u00bb, mais comme des \u00e9tapes incontournables dans son processus d’apprentissage. <\/em>
\n2. Donner l’occasion \u00e0 l’\u00e9l\u00e8ve, non seulement de savoir ce qu’il ne ma\u00eetrise pas, mais aussi ce qu’il a bien r\u00e9ussi et ce qu’il doit am\u00e9liorer. <\/em>
\n3. Donner \u00e0 l’\u00e9l\u00e8ve des outils qui lui permettent de s’auto\u00e9valuer. <\/em>
\n4. Aider l’\u00e9l\u00e8ve \u00e0 voir les progr\u00e8s qu’il a accomplis<\/em>.”<\/div>\n
<\/div>\n

 <\/p>\n

A m\u00e9diter!<\/div>\n
<\/div>\n

 <\/p>\n

 <\/p>\n

*Formations moodle: <\/strong>Moodle est un outil tr\u00e8s\u00a0puissant, notamment en ce qui concerne les possibilit\u00e9s d’\u00e9valuations formatives ou sommatives. N’h\u00e9sitez pas \u00e0 vous former sur ces sujets en ligne:\u00a0https:\/\/edu.ge.ch\/site\/fc\/tag\/moodle\/<\/a><\/div>\n
\n
<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

L’enseignement \u00e0 distance nous met dans une position in\u00e9dite, notamment parce que nous ne pouvons plus \u00e9valuer nos \u00e9l\u00e8ves avec\u00a0“des notes qui comptent”. Soyons pr\u00e9cis: “qui comptent dans la moyenne” parce que visiblement, elles “comptent” pour mes \u00e9l\u00e8ves! En effet, je me serais attendue \u00e0 ce que les \u00e9l\u00e8ves n’accordent aucune importance \u00e0 leurs r\u00e9sultats … Lire la suite<\/a><\/p>\n","protected":false},"author":344,"featured_media":1518,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[270],"tags":[],"class_list":["post-1515","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogie"],"yoast_head":"\nUne \u00e9valuation motivante? - Le blog des formatrices et formateurs du SEM<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/edu.ge.ch\/site\/tablettepedagogique\/2020\/05\/11\/une-evaluation-motivante\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Une \u00e9valuation motivante? - Le blog des formatrices et formateurs du SEM\" \/>\n<meta property=\"og:description\" content=\"L’enseignement \u00e0 distance nous met dans une position in\u00e9dite, notamment parce que nous ne pouvons plus \u00e9valuer nos \u00e9l\u00e8ves avec\u00a0“des notes qui comptent”. 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