Renforcer l'équité et la justice dans l'apprentissage : utiliser des rubriques numériques co-créées et des commentaires audio comme/pour l'évaluation
DOI :
https://doi.org/10.18357/otessaj.2024.4.3.71Mots-clés :
apprentissage mixte, grille d'évaluation, rétroaction, technologie éducative, théorie de la justice, apprenants bilingues, évaluationRésumé
Cet article explore l'étude d'une expérience d'apprentissage à l'étranger pendant la pandémie, unique en raison de l'engagement co-créatif avec les étudiants. Cette étude examine les effets de l'utilisation de stratégies de rétroaction et de pratiques d'évaluation technologiquement innovantes pour analyser les performances des étudiants dans le cadre de la théorie de la justice. L'utilisation de moyens d'évaluation mixtes ciblés pour fournir des méthodes graduées, notamment des conversations auditives et des grilles d'évaluation co-créées, a permis d'accompagner les apprenants bilingues dans un environnement diversifié. Qualitativement, l'utilisation d'un questionnaire pour recueillir les commentaires des étudiants sur le décodage co-créé des grilles d'évaluation avec analyse thématique et quantitativement, l'utilisation d'un test t sur échantillons appariés comparant les scores de la première et de la dernière version, a fourni des résultats complets. Les résultats montrent comment ces utilisations de la technologie peuvent favoriser l'autonomie des apprenants en leur permettant de prendre en main leur propre apprentissage et d'améliorer leurs performances. Ces résultats soulignent la nécessité d'utiliser les technologies pour accompagner les apprenants bilingues dans le développement de leurs compétences linguistiques grâce à une rétroaction approfondie.
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(c) Tous droits réservés Nadia Delanoy, Shahneela Tasmin-Sharmi 2025
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