Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire
Within the context of an early and formative evaluation framework assessing prerequisites when entering university, first-year students were asked to practice self-assessment by estimating their degree of mastery of each assessed prerequisite on a three-level scale specified beforehand. With a view...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2016-06-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
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| Online Access: | https://journals.openedition.org/ripes/1102 |
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| _version_ | 1841546605943062528 |
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| author | Valérie Wathelet Matthieu Dontaine Xavier Massart Philippe Parmentier Sandrine Vieillevoye Marc Romainville |
| author_facet | Valérie Wathelet Matthieu Dontaine Xavier Massart Philippe Parmentier Sandrine Vieillevoye Marc Romainville |
| author_sort | Valérie Wathelet |
| collection | DOAJ |
| description | Within the context of an early and formative evaluation framework assessing prerequisites when entering university, first-year students were asked to practice self-assessment by estimating their degree of mastery of each assessed prerequisite on a three-level scale specified beforehand. With a view to a « sustainable » feedback, self-assessment has been introduced within this framework, since it represents a major step in a process aiming at developing student autonomy, which is essential to succeed in higher education. To start this self-assessment process, students had to take a so-called « Passport » and make a self-diagnosis. The latter is intended to bring students to enter a regulation process through their taking part to capacity-building activities. In this paper, we will first study the accuracy level of student self-assessment behaviour. Factors associated to this behaviour will be then analyzed, taking special attention to students’ gender (male/female), their real degree of mastery of prerequisites, as well as their taking part to capacity-building activities. Finally, we will analyze how students perceive the self-assessment activity itself. The article ends with a discussion on the limits of this research and some proposals of educational implications. |
| format | Article |
| id | doaj-art-c098802ea1f64182b249e746f758426c |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2016-06-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-c098802ea1f64182b249e746f758426c2025-01-10T16:18:43ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272016-06-013210.4000/ripes.1102Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaireValérie WatheletMatthieu DontaineXavier MassartPhilippe ParmentierSandrine VieillevoyeMarc RomainvilleWithin the context of an early and formative evaluation framework assessing prerequisites when entering university, first-year students were asked to practice self-assessment by estimating their degree of mastery of each assessed prerequisite on a three-level scale specified beforehand. With a view to a « sustainable » feedback, self-assessment has been introduced within this framework, since it represents a major step in a process aiming at developing student autonomy, which is essential to succeed in higher education. To start this self-assessment process, students had to take a so-called « Passport » and make a self-diagnosis. The latter is intended to bring students to enter a regulation process through their taking part to capacity-building activities. In this paper, we will first study the accuracy level of student self-assessment behaviour. Factors associated to this behaviour will be then analyzed, taking special attention to students’ gender (male/female), their real degree of mastery of prerequisites, as well as their taking part to capacity-building activities. Finally, we will analyze how students perceive the self-assessment activity itself. The article ends with a discussion on the limits of this research and some proposals of educational implications.https://journals.openedition.org/ripes/1102universitéaide à la réussiteauto-évaluationévaluation formativeprérequis |
| spellingShingle | Valérie Wathelet Matthieu Dontaine Xavier Massart Philippe Parmentier Sandrine Vieillevoye Marc Romainville Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire Revue Internationale de Pédagogie de l’Enseignement Supérieur université aide à la réussite auto-évaluation évaluation formative prérequis |
| title | Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire |
| title_full | Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire |
| title_fullStr | Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire |
| title_full_unstemmed | Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire |
| title_short | Exactitude, déterminants, effets et représentations de l’auto-évaluation chez des étudiants de première année universitaire |
| title_sort | exactitude determinants effets et representations de l auto evaluation chez des etudiants de premiere annee universitaire |
| topic | université aide à la réussite auto-évaluation évaluation formative prérequis |
| url | https://journals.openedition.org/ripes/1102 |
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