Alors que les gouvernements cherchent à améliorer le rendement des systèmes scolaires qu’ils financent, l’intérêt des dirigeants porte sur les résultats des élèves mais aussi sur le rendement des professionnels de l’éducation, dont les directions d’école. Cette étude a pour but de contribuer au développement de la connaissance sur l’évaluation du rendement de ces dernières en répondant à la question : Comment les directions d’école perçoivent-elles la pratique réflexive dans leur processus d’évaluation? La recension des écrits montre que les directions qui ont le plus de succès jouent un rôle actif dans leur amélioration et que la pratique réflexive accroît la pertinence du perfectionnement professionnel et par conséquent le rendement de la direction. L’étude propose un cadre conceptuel qui tient compte du perfectionnement professionnel, de l’évaluation axée sur l’apprentissage et de la pratique réflexive. Cette recherche suit une méthodologie mixte afin de déceler les tendances et les perceptions quant aux pratiques à l’étude. D’abord, un questionnaire à choix de réponses a été administré sur Internet et les réponses de 65 directions d’écoles de langue française de l’Ontario ont été traitées de façon quantitative. Ensuite, des entrevues semi-structurées avec dix des répondants ont permis d’approfondir le sujet par une méthode qualitative en offrant l’occasion aux participants de partager leur vécu. Les résultats dévoilent que le perfectionnement professionnel occupe peu de place dans l’évaluation du rendement bien que les participants se servent d’objectifs de croissance professionnelle. La pratique réflexive est souvent déclenchée par un inconfort, par un succès ou par une occasion de perfectionnement ou est provoquée par des situations extérieures transposées à la situation de l’école du participant. Les échanges structurés et les discussions franches entre collègues et avec le superviseur favorisent la pratique réflexive. La rétroaction spécifique du superviseur donne des pistes d’amélioration appuyées d’un soutien. Les participants reconnaissent qu’ils jouent un rôle actif dans leur évaluation et recherchent un encadrement orienté vers l’amélioration. Les participants perçoivent que la pratique réflexive occupe une grande place dans leur processus d’évaluation, qu’ils soient encadrés par le superviseur dans un processus axé sur leur amélioration ou qu’ils s’auto-évaluent quand le processus est flou.

The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and learning. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations, and document analyses were used in the investigation. The study utilized the conceptual framework based on the model suggested by Hargreaves, Earl and Schmidt (2002). The model comprised four perspectives – technological, cultural, political and postmodern, with the intention of accounting for teachers’ assessment practices. Teachers from four different schools in North West Province were interviewed and observed. The data collected through the observations and interviews allowed me to map out the different challenges encountered by teachers in their classroom assessment practices. I also analysed documents that teachers used in conducting assessment. Document analysis was used to triangulate the information collected through observations and interviews. Textual data was analysed using content analysis. The teachers’ narratives varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major challenges that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation and communication as well as lack of resources. In order to address these challenges, teachers relied on cluster meetings, their colleagues and mostly their personal experiences. The study also revealed that teachers’ understanding and practices of classroom assessment are influenced by their social and educational context. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Thesis deals with issue of „brownfields“ in mining sphere and their regeneration. The work is splitted into two parts, theoretical and practical. The theoretical part contains basic economic terms, relative to theme of the thesis and basic information about brownfields and their dividing. The practical part contains valorization of social-economical utilization on the study case of brownfield mining area Most-Ležáky in north side of Czech republic. The aim of this thesis is to assess, if is the revitalization of this specific brownfield, and similar brownfields, social-economically effective. The assessment contains social-economic benefits and costs of specified area revitalization.

Traditional tests for large-scale assessment of mathematics learning have been criticized for several reasons, such as their mismatch between the vision of mathematical competence and the content covered by the test, and their failure to provide relevant information for guiding further learning and instruction. To achieve that large-scale assessments can function as tools for monitoring and improving learning and teaching, one has to move away from the rationale, the constraints, and the practices of traditional tests. As an illustration this paper presents an alternative approach to largescale assessment of elementary school mathematics developed in Flanders, Belgium Using models of item response theory, 14 measurement scales were constructed, each representing a cluster of curriculum standards and covering as a whole the mathematics curriculum relating to numbers, measurement and geometry. A representative sample of 5,763 sixth-graders (12-year-olds) belonging to 184 schools participated in the study. Based on expert judgments a cut-off score was set that determines the minimum level that students must achieve on each scale to master the standards. Overall, the more innovative curriculum standards were mastered less well than the more traditional ones. Few gender differences in performance were observed. The advantages of this approach and its further development are discussed.

This thesis provides findings from a qualitative study that explores the assessment process undertaken by teachers in Swedish primary technology education. The thesis aims to contribute to a deeper understanding of how teachers assess in technology education. In this study assessment with the purpose of acquiring information in order to adjust the teaching to the pupils’ needs for future progress is explored in particular. Teachers’ work with assessment is explored in two teacher-focused sub-studies. Sub-study 1 focuses on the long-cycle formative assessment and on the formal documentation of pupils’ attainment, the so-called IDP with written assessment. Sub-study 2 explores the short cycle of formative assessment and highlights two teachers’ classroom assessments practice. The results presented are built upon authentic samples of assessment documents (IDPs), classroom observations and teacher interviews. The study shows that the teachers are alone in the planning, executing and follow-up of technology education. Support is both asked for and needed. / <p>QC 20121109</p>

Cette thèse porte sur les pratiques évaluatives en contexte d’enseignement universitaire. Alors qu’à une certaine époque les études universitaires étaient réservées à l’élite de la population, elles sont dorénavant accessibles à une plus grande proportion de celle-ci. Les pratiques pédagogiques traditionnelles se limitaient souvent à la transmission des savoirs de manière magistrale et à des examens oraux ou écrits. Elles sont maintenant appelées à changer étant donné le contexte mouvant dans les établissements universitaires. En effet, la mission des établissements d’enseignement évolue pour former davantage des personnes « apprenantes pour la vie », des approches par compétences sont de plus en plus adoptées, notamment dans les programmes visant la professionnalisation des personnes apprenantes, l’omniprésence du numérique dans la vie quotidienne comme dans les classes modifie le rapport aux savoirs, et une population étudiante de plus en plus diversifiée fréquente l’université. Pour s’actualiser au regard de ce contexte mouvant, l’évaluation des apprentissages est amenée à se transformer pour soutenir davantage l’apprentissage et le développement des compétences de toutes les personnes étudiantes. En effet, une évaluation intégrée à l’apprentissage optimise le temps passé en classe en permettant aux personnes étudiantes de poursuivre leurs apprentissages tout en étant évaluées. De plus, elle favoriserait un engagement accru des personnes étudiantes, et ce, indépendamment de leurs caractéristiques personnelles soutenant ainsi la réussite d’un plus grand nombre. À cet égard, une évaluation à la fois inclusive et en soutien à l’apprentissage semble placer les personnes apprenantes au centre de la démarche dans laquelle leur formation est priorisée et valorisée. Or, de tels changements au niveau des pratiques enseignantes et évaluatives requièrent de s’intéresser aux façons de soutenir le personnel enseignant universitaire lequel n’a généralement pas ou peu de formation en pédagogie et encore moins en évaluation. Alors que de nombreux dispositifs de formation ou d’accompagnement formel sont mobilisés dans les établissements, plusieurs affirment que le développement professionnel réalisé de manière informelle est tout aussi efficace, voire davantage. Ainsi, l’objectif général de cette thèse est de documenter le développement et la mise en œuvre de pratiques évaluatives inclusives et en soutien à l’apprentissage par des personnes enseignant à l’université, ainsi que la perception qu’en ont les personnes étudiantes. Pour ce faire, les concepts entourant les pratiques évaluatives ainsi que les façons de les mettre en œuvre, d’une approche traditionnelle à une approche inclusive, sont exposés. De plus, le concept de développement professionnel est défini et le modèle de Clarke et Hollingsworth (2002) est mobilisé pour soutenir la compréhension du processus engagé par les personnes enseignantes. La mobilisation de ces concepts nous permettra d’atteindre les trois objectifs spécifiques suivants : O1 – Décrire les pratiques évaluatives déclarées et effectives de personnes enseignant à l’université en lien avec les caractéristiques de l’évaluation-soutien d’apprentissage et de l’évaluation inclusive ; O2 – Rendre compte de la perception des personnes étudiantes des caractéristiques de l’évaluation inclusive et en soutien à l’apprentissage présentes dans les modalités d’évaluation employées lors de leur cours universitaire ; O3 – Déterminer l’apport de la participation des personnes enseignantes au projet de recherche dans leur développement professionnel relatif aux pratiques évaluatives inclusives et en soutien à l’apprentissage. En adoptant une approche qualitative ancrée dans un paradigme participatif, cette recherche offre un regard approfondi et complexe des démarches évaluatives menées dans quatre cours de facultés différentes à l’Université de Montréal. Il en ressort notamment des exemples concrets de mises en œuvre de pratiques inclusives et en soutien à l’apprentissage ce qui avait peu été fait dans la littérature à ce jour. Ainsi, des façons de faire liées à l’intégration de l’évaluation dans l'apprentissage, notamment en adoptant une approche par projet, en constituant différemment les équipes de travail, en favorisant l’autorégulation ou la régulation par les pairs, et en assurant la transparence des tâches évaluatives et des critères d’évaluation sont observées. De plus, des entretiens semi-dirigés et des entretiens de groupe ont permis de comprendre les perceptions de personnes étudiantes (n = 17) sur ces pratiques, lesquelles sont généralement positives. Toutefois, un manque de clarté quant aux façons de réaliser ces mises en œuvre suscite des perceptions nuancées ou mitigées chez les personnes étudiantes, qui remettent également en question la cohérence de certaines pratiques avec les objectifs de la formation. Ainsi, les pratiques évaluatives inclusives et en soutien à l’apprentissage pour lesquelles des perceptions nuancées ou mitigées émergent évoquent davantage le besoin de développer une meilleure compréhension de l’évaluation chez la population étudiante et des compétences du corps enseignant dans le développement de modalités d’évaluations inclusives et en soutien à l’apprentissage que de freiner leur mise en œuvre. Finalement, l’observation de personnes enseignantes (n = 8) et l’interaction avec celles-ci, de la préparation du cours à la remise des notes, sur tout un trimestre a permis de mettre en évidence l’apport des échanges informels transversaux au projet de recherche relativement à leur développement professionnel. Plus précisément, quatre parcours de développement professionnel vécu à travers la participation au projet de recherche ont été dégagés, une version actualisée du modèle interconnecté de Clarke et Hollingsworth (2002) a été proposé prenant en considération les intentions des personnes participantes et leurs besoins de soutien pour mieux comprendre les effets de leurs pratiques, et l’observation directe en classe a été identifiée comme un outil pouvant soutenir une actualisation rapide des pratiques. De surcroit, le fait d’observer le développement professionnel à partir d’échanges informels au cours d’un projet de recherche plutôt qu’à partir d’un dispositif formel de formation apporte un regard inédit sur celui-ci. En conclusion, les données collectées lors de la réalisation de cette thèse campent les pratiques évaluatives inclusives et en soutien à l’apprentissage dans une perspective interactionniste qu’il serait pertinent d’approfondir. En effet, la négociation de l’évaluation, qui passe par la prise en compte des caractéristiques des personnes étudiantes, par la valorisation des interactions entre l’équipe enseignante et les personnes étudiantes, ainsi que par les rétroactions et les communications visant à rendre la démarche évaluative plus transparente, permet d’avancer vers une compréhension commune des attentes tout en plaçant les personnes évaluées dans des conditions d’évaluation les plus optimales possibles. Ces pratiques évaluatives s’inscrivent dans une approche de l’évaluation humaniste et s’insèrent finalement au cœur d’une relation humaine dont il faut prendre soin, ce qui représente une perspective encore non explorée de l’évaluation à l’enseignement universitaire. / This thesis explores assessment practices in the context of university education. While access to university has traditionally been reserved for a certain elite of the population, it is now accessible to a larger part of the population. Traditional practices, in which knowledge was imparted in a lecture-style format and verified by oral or written exams, are bound to change, given the evolving context in which university institutions operate. In fact, the mission of institutions is evolving to form more "lifelong learners", competency-based approaches are increasingly being adopted, particularly in programs aimed at the professionalization of learners, the omnipresence of technology in everyday life as well as in the classroom is changing the relationship to knowledge, and an expanding and diverse student population is attending university. To keep abreast of this changing context, learning assessment needs to evolve to better support the learning and competencies development of all students. In fact, assessment integrated to learning optimizes the time spent in class, enabling students to continue learning while being assessed. It also encourages greater student engagement, regardless of personal characteristics, thereby supporting the success of a greater number of students. In this light, the emergence of so-called "humanistic" assessment, which is both inclusive and supportive of learning, seems to place learners at the center of the process, in which their progress is prioritized and valued. However, such changes in teaching and assessment practices require attention to ways of supporting university teaching staff, who generally have little or no training in pedagogy and even less in assessment. While there are many formal training and support mechanisms in place in institutions, many argue that informal professional development is just as effective, if not more so. Therefore, the overall aim of this thesis is to document the development and implementation of more humanistic assessment practices by university lecturers, as well as their perception by students. To this end, the concepts surrounding assessment practices and the ways in which they are implemented, from a traditional to a humanistic approach, are outlined. Professional development is also defined, and Clarke and Hollingsworth’s (2002) model is mobilized to support understanding of the processes engaged by teachers. The mobilization of these concepts will enable us to achieve the following three specific objectives: O1 - Identify the humanistic characteristics of the declared and effective assessment practices of university teachers; O2 - Report on students’ perceptions of the humanistic criteria of the assessment methods used in their university courses; O3 - Distinguish the contribution of teachers' participation in the research project to their professional development in relation to humanistic assessment practices. Adopting a qualitative approach grounded in a participatory paradigm, this research offers an intimate and complex look at assessment practices in four different faculty courses at the Université de Montréal. Concrete examples of the implementation of humanistic practices emerge, which have been little documented in the literature so far, such as ways of integrating assessment into learning, notably by adopting a project-based approach, different ways of forming work teams, ways of encouraging self-regulation or peer regulation, and multiple ways of ensuring the transparency of assessment tasks and criteria. In addition, semi-structured interviews and group interviews were used to understand 17 students’ perceptions of these practices, which were generally positive. However, a lack of consistency or clarity in the practices experienced led to nuanced or mixed perceptions among the students, who also questioned the alignment of certain practices with the program’s objectives. Thus, the humanistic practices for which nuanced or shared perceptions emerge more evoke the need to develop a better understanding of assessment among the student population and the skills of teaching staff in the development of humanistic assessment modalities than to slow down the implementation of these practices. Finally, this research, which enabled us to observe and interact with 8 teachers over the course of a whole term, from lesson preparation to grading, highlighted the contribution of informal exchanges across the research project to their professional development. In this way, the project was able to identify four paths of professional development experienced through participation in the research project, to propose an updated version of Clarke and Hollingsworth’s (2002) interconnected model, taking into account the intentions of the participants and their needs for support to better understand the effects of their practices, and to highlight the fact that direct observation in the classroom can lead to rapid updating of practices. Moreover, observing professional development from informal exchanges during a research project, rather than from a formal training device, provides a new perspective on it. In conclusion, this thesis places humanist assessment practices in an interactionist perspective that could be explored in further study. Indeed, the negotiation of assessment, which involves acknowledging the characteristics of individual students, valuing the interactions between the teaching team and the students, and providing feedback and communication to make the assessment process more transparent, enables progress to be made towards a shared understanding of expectations, while placing those being assessed in the best possible assessment conditions for them. In the final analysis, these more humanist assessment practices are central to a human relationship that needs to be cultivated, which represents an unexplored aspect of assessment in university teaching.

This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.

Aim: To investigate the reliability of the COntext Assessment for Community Health (COACH) tool on mobile phone versus pen-paper in Nairobi, Kenya. Background: One of the barriers to the progress of the MDGs has been the failure of health systems in many LMICs to effectively implement evidence-based interventions As a result of the “know-do” gap, patients do not benefit from advances in healthcare and are exposed to unnecessary risks. Better mapping of context improves implementation by allowing tailoring of strategies and interpretation of knowledge translation. COACH investigates healthcare contexts for LMICs and has only been used on pen-paper. With 5 billion mobile phone users globally, mobile technologies is being recognized as able to play a formal role in health services. Methods: Comparative study with 140 nurses/midwives and doctors in four hospitals in Nairobi. 70 were randomly assigned to mobile phone and pen-paper each. The tool was administered twice with a two week interval and test-retest reliability, internal consistency and interrater reliability were assessed. Findings: Excellent test-retest reliability for both pen-paper and mobile phone (ICC &gt;0.81). 45% (pen-paper) and 34% (mobile phone) moderate agreement between individual questions in round 1 and 2. Acceptable average Cronbach’s alpha (&gt;0.70). Conclusion: Both mobile phone and pen-paper were reliable and feasible for data collection. The findings are a good first step towards using COACH in Kenya. Additional research is needed for individual settings. Using mobile phones could increase healthcare facilities’ accessibility in implementation research, helping to close the “know-do” gap and reach the SDGs.

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014