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Éditorial

Marie-Claude Bernard and Sylvie Barma

Enseignement-apprentissage des compétences socio-émotionnelles aux élèves avec une déficience visuelle : de la théorie à la pratique

Alessio Barras
Socio-emotional skills (SESs) are primarily acquired implicitly through observation and imitation in social interactions. Students with visual impairment (VI) are likely to face challenges in this area, which can affect their relationships with peers, increase their dependence on adults, and limit their social participation. Nevertheless, students with VI have the potential to learn SESs and develop compensatory strategies. This theoretical article therefore has three objectives. First, from a theoretical perspective, it explores the specific link between SESs and VI. Second, it proposes a general theory of teaching-learning of SESs, drawing on the vygotskian approach towards special education. Third, from a practical perspective, it presents assessment tools and teaching-learning strategies for SESs, aimed at supporting special education teachers and educators working in this field.

Les êtres humains en interaction au coeur de l’évaluation inclusive

Myriam Girouard-Gagné and Marie-Aimée Lamarche
This article highlights the importance of inclusive and humanistic assessment in a diverse educational setting. It proposes rethinking assessment as a collaborative space, valuing interactions between teachers and learners. Inclusive assessment responds to the diverse needs of students by offering flexible modalities, adapted to different profiles, and promotes the development of essential skills needed to evolve in the contemporary world. The humanistic approach emphasizes collaboration, personalization and recognition of individual strengths, involving students in their own assessment process. The article also focuses on the importance of communication between teachers and learners, creating a stimulating and equitable learning environment. This relational dynamic helps both to support learning and to strengthen the professional development of teachers in an ever-changing context.

Encourager le développement des cultures régénératrices dans le domaine de l’éducation au développement durable (EDD) : une approche axée sur l’apprentissage expansif

Margarida Romero and Sylvie Barma
In the face of the climate and collective well-being urgency in the contemporary world, it is possible to question the ontological and epistemological approach of the educational and productive system in our societies. The reconceptualization of our relationship with the living requires a transformation of practices that can be considered from the perspective of expansive learning. In this article, we analyze the collective design process of a group of secondary school teachers engaged in creating teaching and learning sequences incorporating sustainable development goals (SDGs). We draw on the cultural-historical activity theory (CHAT) to analyze the design process. The formative intervention implemented with these teachers helps identify manifestations of contradictions present when integrating a sustainable development approach into disciplinary learning. Levers to overcome these contradictions are also identified. The results of this formative intervention, which led to a guide for interdisciplinary activities on the SDGs, are also presented.

Évaluer sans noter, une inspiration pour les cégeps ? Revue systématique des écrits sur les pratiques évaluatives qui réduisent ou éliminent la notation

Myriam Girouard-Gagné, Philippe Langlois, Mathieu Poulin-Lamarre, Mélissa Goulet and Catherine Tardif
This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and explore their impact, a systematic review of the literature is presented in this article. The result is 16 papers looking at practices that fit within the terminology of PRÉN. Some of the papers reviewed concluded that these practices would have a positive impact on students' intrinsic and autonomous motivation. However, the results concerning mental health are more nuanced, with some people experiencing stress linked to the absence of traditional reference marks such as grades. The study concludes that further research is needed to better understand the impact of these practices in the Quebec context, and their potential for the success and perseverance of college students.

L’engagement d’élèves du primaire et du secondaire dans l’évaluation par les pairs renforcée par le numérique

Thérèse Laferrière, Sophie Nadeau-Tremblay, Mélanie Tremblay, France Boisjoly and Stéphane Allaire
This article explores the integration of digital platforms into assessment in aid of learning (formative assessment), focusing on new alignments between learning goals and student engagement in providing feedback to peers. The theoretical framework draws on sociocultural perspectives on learning that emphasize the importance of context in students' active classroom participation and engagement. A collaborative research methodology (design-based research), is employed to develop these new alignments for exploiting the possibilities of digital platforms in assessment situations. The results provide detailed descriptions of these alignments and exemplify the traces left by students when exercising their evaluative judgment, notably through their feedback to their peers. These results shed new light on student engagement in the classroom, showing how assessment as a learning aid enriches the quality of peer interactions.

Processus de mise en place de démarches évaluatives pour articuler l’aide à l’apprentissage et la reconnaissance de la compétence : exemples de pratiques enseignantes au primaire

Nicole Monney, Christian Dumais, Christine Couture, Catherine Duquette, Thomas Rajotte, Sarah Lalancette and Laura Soulat
This article presents the results of a research project with a teaching team wanting to move away from grade-based assessment. The results shed light on the process followed by the school to develop an assessment approach consistent with assessment, integrating the two functions promoted in Quebec: assessment for learning and evaluation. The main conclusions emphasize the quality of the teaching team's collaboration and the importance of a shared vision, in this case a humanistic perspective on learning. In addition, the implementation of practices focused on cooperative learning, student engagement and communication strategies with parents are found to be essential for the success of the project. Finally, some questions remain, such as the issue of report card results as a factor in access to support for students with learning difficulties.

L’anasynthèse comme cadre méthodologique pour l’élaboration d’un modèle de planification de l’enseignement relevant de l’approche d’évaluation fondée sur le programme

Maria del Carmen Grullon Carvajal
This article presents the genesis of a groundbreaking model for planning universal mathematics education designed through the methodological process of anasynthesis (Legendre, 2005; Messier and Dumais, 2016). It explains the steps that led to its development and how, while remaining rooted in the curriculum-based approach, it integrates the principles of universal design for learning (UDL) and the use of formative assessment. While considering the needs of secondary school teachers in responding to the diversity of needs of the students in their classrooms, avenues for future research are presented, particularly for the external validation and implementation of the proposed prototype.

Engagement de l’élève dans le processus d’évaluation des apprentissages et implication des parents dans l’acte d’apprendre

Marie-Claude Bernard
This article explores assessment within an active pedagogical framework by examining the experience of a second-grade elementary student in a U.S. public school. The teacher fosters an engaging learning environment by encouraging students to take on the role of teacher, including during assessment activities. Additionally, an inclusive approach involving parents helps cultivate a sense of trust within the classroom. By analyzing students’ discourse, this study aims to document an innovative assessment practice and highlight its underlying learning purpose. It contributes to the ongoing discussion on rethinking assessment from multiple perspectives to enhance its role in student development.