Élaboration d'une grille permettant l'analyse de la qualité de situations d'apprentissage et d'évaluation en lecture auprès d'élèves du parcours de formation axée sur l'emploi
This research project involved the development of an assessment tool for secondary teachers.  The objective of the project was to design and validate, with a group of experts, a rubric for analyzing the quality of Learning and Evaluation Situations (LESs) for students with learning difficulties—notably, those in the Work Oriented Training Path (WOTP).  This research was designed to support WOTP teachers’ efforts to develop competency-based instruction. The LES is a powerful context for teaching and learning, but remains underutilized.  The rubric’s conceptual framework, based on Legendre’s (2005) model of situated learning, facilitates (a) identification of the key features of LESs, and (b) analysis of their quality. Roque, Langevin and Riopel’s 1998 methodology—‘l’Analyse de la valeur pédagigique’ (AVP)—was used to analyze the effectiveness of the rubric for its intended users (i.e., WOTP teachers).  This research project’s contribution to the field of education lies in its practicality.  The rubric provides teachers with ready access to a reference bank of explanations/examples of key LES features, encouraging reflection regarding the quality of LESs they design.
Rubric Learning and Evaluation Situation LES Reading Work Oriented Training Path WOTP