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ÉDITORIAL. La mesure, l’évaluation… et la publication !

Carla Barroso da Costa

Une diversité de pratiques évaluatives pour soutenir les apprentissages académiques et développementaux des élèves du préscolaire : ce qu’en disent les enseignants

Annick Fagnant, Aurélie Nemerlin, Marie-Claire Nyssen and Isabelle Demonty
While the importance of preschool education is now widely recognized, scientific literature highlights the opposition between a developmental perspective, focused on the child and his or her overall development, and an academic perspective, more oriented towards mastery of specific skills. In the French-speaking part of Belgium, the emergence of standards for preschool education questions the balance between these two perspectives, but also the role of assessment in this context. As far as we know, few studies have focused on assessment practices of preschool teachers, particularly in the context of a reform designed to strengthen the importance of this school level in schooling. Interviews with 19 teachers show a diversity of assessment practices designed to support student learning, while raising questions about the assessment of developmental aspects and of the integration of children in the assessment process.

L’Échelle de la motivation générale à cultiver de saines habitudes de vie (ÉMGHV) : l’élaboration et l’évaluation initiale de l’instrument

Isabelle Cabot, Ph. D. and Annie Bradette, M. Ed.
In a context where post-secondary education is mobilizing to increase success and graduation, increased attention is currently being paid to health as a predictor of academic success. This has led to a desire to intervene to improve and maintain students’ healthy lifestyle habits (LH). As motivation is a strong predictor of behavioral commitment, it represents a relevant lever arm to act in this direction. An instrument measuring motivation to cultivate healthy LV was therefore developed and tested with a sample of young adults studying at post-secondary level. This agreement scale consists of 12 items representing three motivational sub-concepts: usefulness, sense of competence and interest in LV. The results of principal component analysis, hierarchical structural analysis, internal consistency, discriminant validity and test-retest reliability give the instrument good psychometric qualities.

Croiser les regards sur les pratiques enseignantes en cours magistral : analyse, validation et comparaison de trois instruments de mesure

Amélie Duguet and Mikaël De Clercq
This article sheds new light on the teaching practices of university lecturers. To do so, a sample of 1,250 students and 39 lecturers was collected at a French university. The data were analyzed to estimate the validity and reliability of three measures of teaching practices (observed, self-reported and perceived) and to investigate the differences in the way practices are described, depending on the measure used. The results showed that the instruments used to distinguish the three dimensions of teaching practices were highly reliable. Intra-subject and multi-level analyses also showed significant differences on teaching practices scores from one measure to another. The discussion section comes back on the complementary of multiple perspectives of teaching practices and the limitations of each specific instrument.

Repenser et contextualiser l’évaluation continue du futur médecin généraliste : le pari de l’Assessment for Learning

Agnès Deprit, Dominique Lamy and Véronique Letocart
For several years now, in many countries, healthcare professional training programs have undergone reforms aimed at adapting professionalization to the changing needs of society, leading to a rethinking of learning and assessment methods. To be effective, these reflections should ideally be adapted to local specificities. This study focuses on a particular context: the training of general practitioners in French-speaking Belgium, with a view to rethinking continuous assessment. A collaborative longitudinal study brought together stakeholders involved in assessment to determine the competencies required of future professionals and the way to support their development. The results led to the creation of a competency framework organized into levels of development and expectations by year of training. Used as a “support tool”, it would facilitate the assessment for learning, which can situate the assistant in their training path and determine the next step they could take to progress toward professionalization.