Différences entre versions de « Assessment - Evaluation »
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| − | + | Evaluation is the process of collecting and analyzing information to make judgments about the effectiveness, quality, or value of a program, policy, or intervention. The purpose of evaluation is to determine whether the program or intervention is achieving its intended outcomes and to identify areas for improvement. | |
* Evaluation typically involves a systematic approach that includes defining the program's goals and objectives, identifying indicators to measure progress towards these goals, collecting data using various methods (e.g. surveys, interviews, observations), analyzing the data, and presenting findings in a clear and concise manner. | * Evaluation typically involves a systematic approach that includes defining the program's goals and objectives, identifying indicators to measure progress towards these goals, collecting data using various methods (e.g. surveys, interviews, observations), analyzing the data, and presenting findings in a clear and concise manner. | ||
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{{Conceptions erronées}} | {{Conceptions erronées}} | ||
| − | * . | + | * Assessment is a one-time event: False. Assessment is an ongoing process that involves gathering and analyzing data over time to evaluate progress and measure outcomes. |
| − | |||
| − | |||
| + | * Assessment is only for evaluating students: False. Assessment is used to evaluate various aspects of an organization, including employee performance, program effectiveness, and organizational goals. | ||
| + | |||
| + | * Assessment is only about testing: False. While testing is one form of assessment, assessment can also involve a range of other methods, such as observations, interviews, portfolios, and surveys. | ||
| + | |||
| + | * Assessment is always objective: False. Assessment is influenced by a range of factors, including the context of the assessment, the evaluator's biases and assumptions, and the criteria used for evaluation. As a result, assessment can never be entirely objective. | ||
| + | |||
| + | * Assessment is always summative: False. While summative assessment is used to evaluate student learning at the end of a unit or course, formative assessment is used to monitor progress and provide feedback during the learning process. | ||
| + | |||
| + | * Assessment is a solitary activity: False. Assessment is often a collaborative process that involves multiple stakeholders, including teachers, administrators, students, and parents. | ||
| + | |||
| + | * Assessment is a final judgment: False. Assessment should be used to inform decision-making and guide improvement, rather than as a final judgment of success or failure. | ||
{{Origines possibles des conceptions}} | {{Origines possibles des conceptions}} | ||
| − | * ..... | + | |
| − | + | * The concept of assessment has ancient roots and can be traced back to the practices of the ancient Greeks and Romans. In Greece, assessment was used to evaluate individuals' fitness for citizenship, as well as their physical and intellectual abilities, in order to select candidates for leadership roles in society. | |
| − | . | + | |
| + | In Rome, assessment was used to evaluate soldiers' fitness for duty and to select candidates for government positions. During the Middle Ages, assessment was used in the context of religious education, with assessments used to evaluate students' progress and understanding of theological concepts. | ||
| + | |||
| + | In the modern era, assessment has been influenced by the development of universal education and the need to evaluate student learning and achievement. The use of standardized tests, such as IQ tests and achievement tests, became increasingly common in the early 20th century, and assessments were used to classify students and to make decisions about their educational and vocational opportunities. | ||
| + | |||
| + | Today, the concept of assessment has expanded to include a wide range of methods and purposes, from evaluating individual performance and learning to assessing organizational effectiveness and social and cultural factors that influence behavior. The development of new technologies, such as computer-based assessments and online learning platforms, continues to shape the field of assessment and its applications in a variety of contexts. | ||
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| − | |Conception-Type-3= | + | |Conception-Type-3=Impact |
| − | |Conception-Type-4= | + | |Conception-Type-4=Criteria |
| − | |Conception-Type-5= | + | |Conception-Type-5=Qualitative |
| − | |Conception-Type-6= | + | |Conception-Type-6=Quantitative |
| − | |Conception-Type-7= | + | |Conception-Type-7=Needs assessment |
| − | |Conception-Type-8= | + | |Conception-Type-8=Formative evaluation |
| − | |Conception-Type-9= | + | |Conception-Type-9=Summative evaluation |
| − | |Conception-Type-10= | + | |Conception-Type-10=Efficiency |
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| − | |Concept-lié-2= | + | |Concept-lié-2=Reliability |
| − | |Concept-lié-3= | + | |Concept-lié-3=Formative assessment |
| − | |Concept-lié-4= | + | |Concept-lié-4=Summative assessment |
| − | |Concept-lié-5= | + | |Concept-lié-5=Diagnostic assessment |
| − | |Concept-lié-6= | + | |Concept-lié-6=Authentic assessment |
| − | |Concept-lié-7= | + | |Concept-lié-7=Rubric |
| − | |Concept-lié-8= | + | |Concept-lié-8=Portfolio assessment |
| − | |Concept-lié-9= | + | |Concept-lié-9=Self-assessment |
| − | |Concept-lié-10= | + | |Concept-lié-10=Criterion-referenced assessment |
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| − | * .... | + | * Confrontation des conceptions erronées: Les enseignants peuvent aider les élèves à identifier et à confronter leurs conceptions erronées en leur fournissant des expériences qui remettent en question leurs idées préconçues. Les erreurs peuvent être utilisées comme une opportunité d'apprentissage, plutôt que d'être simplement corrigées. |
| − | :* . | + | :* Activités d'exploration: Les activités qui encouragent l'exploration et l'investigation, comme les expériences pratiques, les simulations, ou les jeux de rôle peuvent aider les élèves à découvrir de nouveaux aspects d'un concept et à développer une compréhension plus complète. |
| − | * .. | + | * Comparaison de nouvelles et anciennes conceptions : Les enseignants peuvent aider les élèves à comparer leurs conceptions actuelles avec de nouvelles conceptions en utilisant des graphiques, des diagrammes, des modèles ou des exemples concrets pour mettre en évidence les différences et les similitudes. |
| − | :* . | + | :* Discussion en groupe : Les discussions en groupe peuvent aider les élèves à comparer et à discuter de leurs conceptions actuelles, à partager des points de vue différents, et à collaborer pour développer une compréhension plus complète et précise. |
| + | * Encourager la réflexion métacognitive : Les enseignants peuvent aider les élèves à réfléchir sur leur propre processus de pensée en leur posant des questions qui les obligent à réfléchir sur leurs conceptions et leurs raisonnements. La réflexion métacognitive peut aider les élèves à identifier les erreurs et les malentendus et à développer des stratégies pour les corriger. | ||
| + | :* Fournir des exemples concrets : Les exemples concrets peuvent aider les élèves à comprendre comment un concept est appliqué dans le monde réel et peuvent aider à clarifier les nuances d'un concept. | ||
}}<!--***Fin Fiche Stratégie de changement conceptuelle (Solutions possibles)***--> | }}<!--***Fin Fiche Stratégie de changement conceptuelle (Solutions possibles)***--> | ||
| + | {| class="wikitable" | ||
| + | |+ Assessment virsus Evalaution | ||
| + | |- | ||
| + | ! Feature !! Assessment !! Evaluation | ||
| + | |- | ||
| + | | '''Purpose''' || To gather information || To make judgments and decisions | ||
| + | |- | ||
| + | | '''Focus''' || Performance or behavior || Quality, effectiveness, or value | ||
| + | |- | ||
| + | | '''Timing''' || Ongoing or periodic || Usually at the end of a project | ||
| + | |- | ||
| + | | '''Methods''' || Tests, quizzes, etc. || Surveys, interviews, observations | ||
| + | |- | ||
| + | | '''Scope''' || Narrow || Broad | ||
| + | |- | ||
| + | | '''Criteria''' || Objective || Subjective | ||
| + | |- | ||
| + | | '''Feedback''' || May or may not be given || Usually given | ||
| + | |- | ||
| + | | '''Results''' || Used to inform || Used to judge or make decisions | ||
| + | |- | ||
| + | | '''Examples''' || Formative assessment || Summative evaluation | ||
| + | |- | ||
| + | | || Diagnostic assessment || Program evaluation | ||
| + | |} | ||
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| − | * [[ | + | * [[How do you determine the validity and reliability of an assessment tool ?]] |
| − | * [[ | + | * [[What is the purpose of formative assessment ?]] |
| − | * [[ | + | * [[What is the purpose of summative evaluation ?]] |
| + | * [[How can you use assessment results to improve student learning ?]] | ||
| + | * [[What are some common challenges in evaluating programs or interventions ?]] | ||
}}<!-- ******** Fin Fiche Didactique Questions ******************* --> | }}<!-- ******** Fin Fiche Didactique Questions ******************* --> | ||
Version actuelle datée du 7 mai 2023 à 21:24
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Conception : Clarification - Explicitation
Evaluation is the process of collecting and analyzing information to make judgments about the effectiveness, quality, or value of a program, policy, or intervention. The purpose of evaluation is to determine whether the program or intervention is achieving its intended outcomes and to identify areas for improvement.
- Evaluation typically involves a systematic approach that includes defining the program's goals and objectives, identifying indicators to measure progress towards these goals, collecting data using various methods (e.g. surveys, interviews, observations), analyzing the data, and presenting findings in a clear and concise manner.
- Assessment is the process of gathering and analyzing information about a student's knowledge, skills, and abilities in order to make informed decisions about their learning progress, needs, and achievements. Assessment can take many forms, including tests, quizzes, exams, essays, projects, portfolios, observations, and interviews.
- Assessment is an essential component of the teaching and learning process, as it provides feedback to both teachers and students about the effectiveness of instruction and the extent to which learning goals are being met. Assessment can serve multiple purposes, including:
Conceptions erronées et origines possibles
- Assessment is a one-time event: False. Assessment is an ongoing process that involves gathering and analyzing data over time to evaluate progress and measure outcomes.
- Assessment is only for evaluating students: False. Assessment is used to evaluate various aspects of an organization, including employee performance, program effectiveness, and organizational goals.
- Assessment is only about testing: False. While testing is one form of assessment, assessment can also involve a range of other methods, such as observations, interviews, portfolios, and surveys.
- Assessment is always objective: False. Assessment is influenced by a range of factors, including the context of the assessment, the evaluator's biases and assumptions, and the criteria used for evaluation. As a result, assessment can never be entirely objective.
- Assessment is always summative: False. While summative assessment is used to evaluate student learning at the end of a unit or course, formative assessment is used to monitor progress and provide feedback during the learning process.
- Assessment is a solitary activity: False. Assessment is often a collaborative process that involves multiple stakeholders, including teachers, administrators, students, and parents.
- Assessment is a final judgment: False. Assessment should be used to inform decision-making and guide improvement, rather than as a final judgment of success or failure.
Conceptions: Origines possibles
- The concept of assessment has ancient roots and can be traced back to the practices of the ancient Greeks and Romans. In Greece, assessment was used to evaluate individuals' fitness for citizenship, as well as their physical and intellectual abilities, in order to select candidates for leadership roles in society.
In Rome, assessment was used to evaluate soldiers' fitness for duty and to select candidates for government positions. During the Middle Ages, assessment was used in the context of religious education, with assessments used to evaluate students' progress and understanding of theological concepts.
In the modern era, assessment has been influenced by the development of universal education and the need to evaluate student learning and achievement. The use of standardized tests, such as IQ tests and achievement tests, became increasingly common in the early 20th century, and assessments were used to classify students and to make decisions about their educational and vocational opportunities.
Today, the concept of assessment has expanded to include a wide range of methods and purposes, from evaluating individual performance and learning to assessing organizational effectiveness and social and cultural factors that influence behavior. The development of new technologies, such as computer-based assessments and online learning platforms, continues to shape the field of assessment and its applications in a variety of contexts.
Conceptions liées - Typologie
Concepts ou notions associés
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Sur le Portail Questions / Réponses |
Sur Portail de Formation Gratuite |
Sur des sites de Formation |
Sur DidaQuest |
| Assessment - Evaluation sur : Wikipedia / Wikiwand / Universalis / Larousse encyclopédie / Khan Académie | |||
| Sur Wikiwand :
Validity / Reliability / Formative assessment / Summative assessment / Diagnostic assessment | |||
| Sur Wikipédia :
Validity / Reliability / Formative assessment / Summative assessment / Diagnostic assessment | |||
| Sur Wikiversity :
Validity / Reliability / Formative assessment / Summative assessment / Diagnostic assessment | |||
| Sur Universalis :
Validity / Reliability / Formative assessment / Summative assessment / Diagnostic assessment | |||
| Sur Khan Académie :
Validity / Reliability / Formative assessment / Summative assessment / Diagnostic assessment | |||
Éléments graphique
Evaluation 1
Evaluation 2
Evaluation 3
{{{AutresMedias}}}
Stratégie de changement conceptuel
- Confrontation des conceptions erronées: Les enseignants peuvent aider les élèves à identifier et à confronter leurs conceptions erronées en leur fournissant des expériences qui remettent en question leurs idées préconçues. Les erreurs peuvent être utilisées comme une opportunité d'apprentissage, plutôt que d'être simplement corrigées.
- Activités d'exploration: Les activités qui encouragent l'exploration et l'investigation, comme les expériences pratiques, les simulations, ou les jeux de rôle peuvent aider les élèves à découvrir de nouveaux aspects d'un concept et à développer une compréhension plus complète.
- Comparaison de nouvelles et anciennes conceptions : Les enseignants peuvent aider les élèves à comparer leurs conceptions actuelles avec de nouvelles conceptions en utilisant des graphiques, des diagrammes, des modèles ou des exemples concrets pour mettre en évidence les différences et les similitudes.
- Discussion en groupe : Les discussions en groupe peuvent aider les élèves à comparer et à discuter de leurs conceptions actuelles, à partager des points de vue différents, et à collaborer pour développer une compréhension plus complète et précise.
- Encourager la réflexion métacognitive : Les enseignants peuvent aider les élèves à réfléchir sur leur propre processus de pensée en leur posant des questions qui les obligent à réfléchir sur leurs conceptions et leurs raisonnements. La réflexion métacognitive peut aider les élèves à identifier les erreurs et les malentendus et à développer des stratégies pour les corriger.
- Fournir des exemples concrets : Les exemples concrets peuvent aider les élèves à comprendre comment un concept est appliqué dans le monde réel et peuvent aider à clarifier les nuances d'un concept.
| Feature | Assessment | Evaluation |
|---|---|---|
| Purpose | To gather information | To make judgments and decisions |
| Focus | Performance or behavior | Quality, effectiveness, or value |
| Timing | Ongoing or periodic | Usually at the end of a project |
| Methods | Tests, quizzes, etc. | Surveys, interviews, observations |
| Scope | Narrow | Broad |
| Criteria | Objective | Subjective |
| Feedback | May or may not be given | Usually given |
| Results | Used to inform | Used to judge or make decisions |
| Examples | Formative assessment | Summative evaluation |
| Diagnostic assessment | Program evaluation |
Questions possibles
- How do you determine the validity and reliability of an assessment tool ?
- What is the purpose of formative assessment ?
- What is the purpose of summative evaluation ?
- How can you use assessment results to improve student learning ?
- What are some common challenges in evaluating programs or interventions ?
Bibliographie
Pour citer cette page: (- Evaluation)
ABROUGUI, M & al, 2023. Assessment - Evaluation. In Didaquest [en ligne]. <http:www.didaquest.org/wiki/Assessment_-_Evaluation>, consulté le 22, novembre, 2024
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Catégories :
- Sponsors Question
- Outcome - Conceptions
- Effectiveness - Conceptions
- Impact - Conceptions
- Criteria - Conceptions
- Qualitative - Conceptions
- Quantitative - Conceptions
- Needs assessment - Conceptions
- Formative evaluation - Conceptions
- Summative evaluation - Conceptions
- Efficiency - Conceptions
- Conceptions
- Validity - Conceptions
- Reliability - Conceptions
- Formative assessment - Conceptions
- Summative assessment - Conceptions
- Diagnostic assessment - Conceptions
- Authentic assessment - Conceptions
- Rubric - Conceptions
- Portfolio assessment - Conceptions
- Self-assessment - Conceptions
- Criterion-referenced assessment - Conceptions
- Fiches Conceptions
- Fiche Conceptions
