[et_pb_section fb_built=\u00a0\u00bb1″ admin_label=\u00a0\u00bbSalon Article\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.0″ da_disable_devices=\u00a0\u00bboff|off|off\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb da_is_popup=\u00a0\u00bboff\u00a0\u00bb da_exit_intent=\u00a0\u00bboff\u00a0\u00bb da_has_close=\u00a0\u00bbon\u00a0\u00bb da_alt_close=\u00a0\u00bboff\u00a0\u00bb da_dark_close=\u00a0\u00bboff\u00a0\u00bb da_not_modal=\u00a0\u00bbon\u00a0\u00bb da_is_singular=\u00a0\u00bboff\u00a0\u00bb da_with_loader=\u00a0\u00bboff\u00a0\u00bb da_has_shadow=\u00a0\u00bbon\u00a0\u00bb][et_pb_row column_structure=\u00a0\u00bb2_5,3_5″ admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb min_height=\u00a0\u00bb100px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb2_5″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbtitle\/author\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb min_height=\u00a0\u00bb22.8px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
<\/p>\n
Kevin Lopuck est un enseignant de sciences sociales et directeur de d\u00e9partement \u00e0 la Lord Selkirk Regional Comprehensive School au Manitoba. Il est aussi un ancien pr\u00e9sident de la Manitoba Social Sciences Teachers\u2019 Association et doctorant \u00e0 l\u2019Universit\u00e9 du Manitoba.<\/em><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb3_5″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/02\/stress-8941886_1280-e1740495817611.jpg\u00a0\u00bb title_text=\u00a0\u00bbstress-8941886_1280″ show_bottom_space=\u00a0\u00bboff\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb width=\u00a0\u00bb80%\u00a0\u00bb min_height=\u00a0\u00bb119px\u00a0\u00bb height=\u00a0\u00bb337px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.16″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.16″ custom_padding=\u00a0\u00bb|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb custom_padding__hover=\u00a0\u00bb|||\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_2_font_size=\u00a0\u00bb20px\u00a0\u00bb header_4_font_size=\u00a0\u00bb16px\u00a0\u00bb custom_margin=\u00a0\u00bb-25px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Ce qui suit est un r\u00e9cit tr\u00e8s cru et sinc\u00e8re de mes d\u00e9fis face \u00e0 l\u2019\u00e9valuation. En tant qu’enseignant avec plus de 20 ans d’exp\u00e9rience, je suis \u00e0 l\u2019aise de dire que je suis mal \u00e0 l\u2019aise avec mes pratiques d’\u00e9valuation.\u00a0<\/span><\/p>\n Pendant tr\u00e8s longtemps, j’ai pens\u00e9 que les tests \u00e9taient un v\u00e9ritable indicateur que mes \u00e9l\u00e8ves savaient ce que je voulais qu\u2019ils sachent. Bien s\u00fbr, il y avait toutes sortes d’autres devoirs et projets, mais le \u00ab v\u00e9ritable \u00bb indicateur des connaissances d’un \u00e9l\u00e8ve \u00e9tait le tout-puissant test ou examen de fin de module. C’est \u00e0 ce moment-l\u00e0 que l’on d\u00e9couvrait vraiment si un \u00e9l\u00e8ve savait ou non ce qu’il devait savoir! Pendant des ann\u00e9es, dans mes cours d’histoire, je me faisais un point d’honneur d’organiser des s\u00e9ances de r\u00e9vision style \u00ab\u00a0Jeopardy\u00a0\u00bb avant les tests de fin de module et j’\u00e9tais fier lorsque mes \u00e9l\u00e8ves restaient tard avant les examens pour participer \u00e0 une s\u00e9ance d’\u00e9tude pizza en utilisant ma fiche de r\u00e9vision des dates, termes et \u00e9v\u00e9nements importants de l’examen. Mais tout cela a chang\u00e9.\u00a0<\/span><\/p>\n D’un point de vue philosophique, je comprends maintenant qu’il existe de meilleures fa\u00e7ons de savoir ou de mesurer ce qu’un \u00e9l\u00e8ve sait. J\u2019ai op\u00e9r\u00e9 des changements \u00e0 quatre niveaux :\u00a0<\/span><\/p>\n En tant qu’enseignant de sciences sociales, je consid\u00e8re l’histoire comme une interpr\u00e9tation du pass\u00e9. \u00c7a ne signifie pas qu’il n’y a pas de v\u00e9rit\u00e9, mais simplement qu’il existe des interpr\u00e9tations vari\u00e9es et valables du pass\u00e9. Les \u00e9l\u00e8ves doivent apprendre \u00e0 \u00e9valuer les preuves et les diff\u00e9rents points de vue afin de consid\u00e9rer leurs propres interpr\u00e9tations. Alors que ma pr\u00e9c\u00e9dente m\u00e9thode d’\u00e9valuation exigeait que les \u00e9l\u00e8ves acceptent une seule interpr\u00e9tation du pass\u00e9, je reconnais maintenant que je devrais \u00e9valuer la fa\u00e7on dont les \u00e9l\u00e8ves peuvent interpr\u00e9ter et utiliser les preuves. Je devrais \u00e9valuer la pens\u00e9e historique plut\u00f4t que la m\u00e9morisation historique.\u00a0<\/span><\/p>\n Le monde change et les progr\u00e8s technologiques signifient que nous n’avons plus n\u00e9cessairement besoin de nous fier \u00e0 la m\u00e9morisation par c\u0153ur, si tant est que nous l’ayons jamais fait. Apr\u00e8s tout, la m\u00e9morisation n’est pas un indicateur de compr\u00e9hension. R\u00e9p\u00e9ter un texte m\u00e9moris\u00e9 n’est pas comprendre. Si quelqu’un peut oublier quelque chose en une semaine, c’est qu’il ne l’a jamais vraiment compris. Comprendre, c\u2019est la capacit\u00e9 d\u2019utiliser des renseignements historiques, de les mettre en relation avec d’autres \u00e9v\u00e9nements et de reconna\u00eetre leur effet sur le contexte actuel.\u00a0<\/span><\/p>\n Avant, je pensais que mon travail consistait uniquement \u00e0 couvrir le contenu. Je devais m’assurer de couvrir le moindre d\u00e9tail du programme et faire en sorte que les \u00e9l\u00e8ves connaissent chaque nom, date, lieu et \u00e9v\u00e9nement. Maintenant, en me concentrant sur le d\u00e9veloppement de comp\u00e9tences, comme celles associ\u00e9es aux concepts de la pens\u00e9e historique et critique et \u00e0 la capacit\u00e9 d\u2019avoir des dialogues constructifs et d\u00e9mocratiques, je permets \u00e0 mes \u00e9l\u00e8ves de mieux acc\u00e9der au contenu, mais aussi de garder en t\u00eate la vue d\u2019ensemble qui est si importante et les comp\u00e9tences qu’ils peuvent appliquer \u00e0 d’autres contextes dans l’avenir. Apr\u00e8s tout, le programme scolaire comprend des connaissances, des valeurs et des comp\u00e9tences. En nous concentrant uniquement sur les connaissances et le contenu, nous privil\u00e9gions un seul \u00e9l\u00e9ment du programme scolaire et nous ignorons que l’on peut assimiler du contenu tout en d\u00e9veloppant des comp\u00e9tences.\u00a0<\/span><\/p>\n Je pensais auparavant qu’il \u00e9tait bon pour les \u00e9l\u00e8ves de se bourrer le cr\u00e2ne avant les quiz, les tests et les examens, que la m\u00e9morisation par c\u0153ur \u00e9quivalait \u00e0 un bon niveau scolaire. Aujourd’hui, je suis en total d\u00e9saccord avec cette id\u00e9e. Ces m\u00e9thodes ne sont pas authentiques et ne sont pas r\u00e9v\u00e9latrices de l’apprentissage des \u00e9l\u00e8ves. Le stress caus\u00e9 par des tests aussi importants peut nuire au bien-\u00eatre des \u00e9l\u00e8ves et ne cr\u00e9e pas les conditions n\u00e9cessaires pour que les \u00e9l\u00e8ves d\u00e9montrent leur acquisition de la mati\u00e8re. Les \u00e9valuations sommatives \u00e0 enjeux \u00e9lev\u00e9s ne mesurent que la capacit\u00e9 d’un \u00e9l\u00e8ve \u00e0 travailler sous pression, mais ce n’est pas la comp\u00e9tence que j’enseigne. Il serait donc injuste de l’\u00e9valuer. Mais la question demeure : comment peut-on mieux \u00e9valuer l’apprentissage de nos \u00e9l\u00e8ves?\u00a0<\/span><\/p>\n Depuis que j’ai test\u00e9 le programme Enjeux mondiaux : citoyennet\u00e9 et durabilit\u00e9 en 2011, j’ai consid\u00e9rablement modifi\u00e9 mes pratiques d’\u00e9valuation. Comme il s’agissait d’un cours bas\u00e9 sur la recherche, l’action et 10 notions essentielles (NE), j’avais l’impression d’avoir une grande marge de man\u0153uvre quant aux m\u00e9thodes d’\u00e9valuation \u00e0 choisir. Mais je me suis quand m\u00eame rabattu sur des m\u00e9thodes plus anciennes, des quiz, des tests et des projets avec des grilles d’\u00e9valuation d\u00e9taill\u00e9es. Il existait un \u00e9cart entre la fa\u00e7on dont je concevais une \u00e9valuation l\u00e9gitime et mes pratiques d’\u00e9valuation en classe. Mes pratiques d\u2019\u00e9valuation privil\u00e9giaient toujours des comp\u00e9tences particuli\u00e8res (l’\u00e9criture) et ne correspondaient pas au programme (qui encourage l’action, le dialogue et la r\u00e9flexion des \u00e9l\u00e8ves), ni \u00e0 mes propres convictions en mati\u00e8re d’\u00e9valuation (elles privil\u00e9giaient le produit par rapport au processus et \u00e0 l’apprentissage). Voici un exemple fictif de deux types d’\u00e9l\u00e8ves dans la m\u00eame classe :\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb25px|10px|0px|10px|false|true\u00a0\u00bb border_radii=\u00a0\u00bbon|3px|3px|3px|3px\u00a0\u00bb border_width_all=\u00a0\u00bb3px\u00a0\u00bb border_color_all=\u00a0\u00bbgcid-2a389ecc-cc14-424c-bc8f-879686771577″ global_colors_info=\u00a0\u00bb{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22%93}\u00a0\u00bb]<\/p>\n <\/p>\n \u00c9l\u00e8ve A :<\/span><\/p>\n \u00c9l\u00e8ve B :<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_2_font_size=\u00a0\u00bb20px\u00a0\u00bb header_2_line_height=\u00a0\u00bb2.8em\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n \u00c0 la fin du semestre, c’est l’\u00e9l\u00e8ve B qui a obtenu la meilleure note, mais d’un point de vue philosophique, j’ai eu le sentiment que l’\u00e9l\u00e8ve A avait d\u00e9montr\u00e9 un niveau plus \u00e9lev\u00e9 de compr\u00e9hension du contenu du cours (notions essentielles) et d\u2019acquisition des comp\u00e9tences (en particulier dans le domaine du dialogue et de la d\u00e9lib\u00e9ration), ce qui m’a amen\u00e9 \u00e0 r\u00e9fl\u00e9chir \u00e0 mes pratiques d’\u00e9valuation et \u00e0 arriver \u00e0 la conclusion qu\u2019elles n’\u00e9taient pas align\u00e9es sur ma philosophie ou le programme scolaire.\u00a0<\/span><\/p>\n Par un heureux hasard, mon administration encourageait les membres du personnel \u00e0 ce moment-l\u00e0 \u00e0 explorer l’\u00e9valuation ax\u00e9e sur les r\u00e9sultats. J’y ai vu l’occasion d’essayer quelque chose de diff\u00e9rent et j’ai donc rejoint une communaut\u00e9 d’apprentissage professionnel interne. Nous nous sommes r\u00e9unis pour discuter de la possibilit\u00e9 de faire \u00e9voluer nos pratiques d’\u00e9valuation vers une approche bas\u00e9e sur les r\u00e9sultats. Le passage \u00e0 l’\u00e9valuation ax\u00e9e sur les r\u00e9sultats dans le cours sur les enjeux mondiaux a \u00e9t\u00e9 lib\u00e9rateur : fini le recours aux tests et aux r\u00e9sultats de rendement sans rapport avec les notions essentielles du programme. Pour tous les travaux de cours qu’ils r\u00e9alisaient, les \u00e9l\u00e8ves recevaient une copie des 10 NE et devaient aligner leurs travaux scolaires sur ces notions. Mes \u00e9valuations se fondaient sur l’utilisation d’une \u00e9chelle de cinq points pour mesurer \u00e0 quel point les \u00e9l\u00e8ves appliquaient les NE \u00e0 leur travail. Je demandais aussi aux \u00e9l\u00e8ves de r\u00e9fl\u00e9chir \u00e0 leurs gros projets en utilisant la m\u00eame \u00e9chelle de cinq points et les 10 NE. \u00c7a semble avoir fonctionn\u00e9. Je pense que les \u00e9valuations des \u00e9l\u00e8ves (et, oui, les notes) refl\u00e8tent mieux leur compr\u00e9hension des NE.<\/span><\/p>\n Tout est bien qui finit bien? Pas tout \u00e0 fait\u2026<\/span><\/p>\n D’abord, en raison de la nature du cours sur les enjeux mondiaux, beaucoup de temps est consacr\u00e9 \u00e0 la discussion \u00e0 propos de l’actualit\u00e9. Je pense que c’est absolument essentiel dans ce cours et j’ai effectu\u00e9 des recherches de cycle sup\u00e9rieur qui en confirment l\u2019importance.<\/span> Je me demande cependant comment \u00e9valuer le dialogue en salle de classe. De nombreux \u00e9l\u00e8ves sont capables de d\u00e9montrer clairement leur compr\u00e9hension des notions essentielles en participant aux dialogues, mais comment le refl\u00e9ter dans leur \u00ab note \u00bb? Souvent, la solution de secours consiste \u00e0 demander aux \u00e9l\u00e8ves de r\u00e9diger une r\u00e9flexion sur ce dialogue. Or, c’est ici que les \u00e9l\u00e8ves ont parfois de la difficult\u00e9; ils communiquent mieux leur compr\u00e9hension de la mati\u00e8re verbalement que par \u00e9crit. En outre, la comp\u00e9tence sur laquelle nous travaillons est le dialogue et la d\u00e9lib\u00e9ration. De la m\u00eame fa\u00e7on que j’\u00e9value l’engagement des \u00e9l\u00e8ves par rapport \u00e0 la pens\u00e9e historique, je devrais \u00e9galement \u00e9valuer leur engagement dans le dialogue. En agissant autrement, je privil\u00e9gierais la connaissance plut\u00f4t que la comp\u00e9tence, ce qui ne serait pas conforme \u00e0 mon approche p\u00e9dagogique (qui est ancr\u00e9e dans le dialogue) et j\u2019\u00e9valuerais les \u00e9l\u00e8ves par rapport \u00e0 une comp\u00e9tence que je n’avais pas mise au centre de mon enseignement \u2013 la r\u00e9flexion \u00e9crite.<\/span> Deuxi\u00e8mement, en tant qu’enseignants et enseignantes, nous sommes constamment amen\u00e9s \u00e0 porter des jugements professionnels sur le travail de nos \u00e9l\u00e8ves, mais ces jugements sont effectu\u00e9s sous le microscope d’un syst\u00e8me qui met l’accent sur les mod\u00e8les n\u00e9olib\u00e9raux de r\u00e9ussite attendus par les parents, et souvent par les \u00e9l\u00e8ves eux-m\u00eames. Je peux porter des jugements sur la fa\u00e7on dont un \u00e9l\u00e8ve conna\u00eet le contenu du cours, mais si je ne suis pas capable de d\u00e9montrer comment j’ai port\u00e9 ce jugement d’une fa\u00e7on qui satisfait aux composantes du syst\u00e8me n\u00e9olib\u00e9ral, je n\u2019en fais pas assez (je me souviens d’une anecdote d’un coll\u00e8gue qui m’a dit un jour : \u00ab\u00a0Personne ne remet en question le jugement d’un ambulancier param\u00e9dical lorsqu’il arrive sur les lieux d’une urgence. On a la confiance que la personne sait ce qu’elle fait. Alors pourquoi les gens ne font-ils pas confiance au jugement d’un enseignant?\u00a0\u00bb). Dans la pratique, si je peux dire qu’un \u00e9l\u00e8ve comprend le contenu du cours au moyen du dialogue, cela ne devrait-il pas \u00eatre suffisant? Pourquoi est-il n\u00e9cessaire de tester ces connaissances ou de forcer les \u00e9l\u00e8ves \u00e0 les mettre sur papier?<\/span><\/p>\n Troisi\u00e8mement, il est difficile de se d\u00e9faire de nos vieilles habitudes. M\u00eame si je crois philosophiquement dans l’\u00e9valuation ax\u00e9e sur les r\u00e9sultats, que se passe-t-il lorsque le travail des \u00e9l\u00e8ves n’est tout simplement pas tr\u00e8s bon? Pour en revenir \u00e0 mes exemples de l’\u00e9l\u00e8ve A et de l’\u00e9l\u00e8ve B, je savais que l’\u00e9l\u00e8ve A connaissait le contenu du cours, mais j’\u00e9tais souvent d\u00e9\u00e7u par son travail (remarquez l’accent n\u00e9olib\u00e9ral mis sur le produit et le rejet du travail qu’elle avait accompli au cours du processus de dialogue). Ses projets d\u2019enqu\u00eate auraient pu \u00eatre beaucoup plus solides et son projet d’action, bien que bon en principe, n’a jamais vraiment \u00e9t\u00e9 men\u00e9 \u00e0 terme. Quelle valeur accordons-nous \u00e0 la qualit\u00e9 du travail dans un syst\u00e8me d’\u00e9valuation ax\u00e9e sur les r\u00e9sultats? Comment nos notions de qualit\u00e9 reposent-elles souvent sur \u00ab l’effort \u00bb et \u00ab l’esth\u00e9tique \u00bb, plut\u00f4t que sur la compr\u00e9hension? Nulle part est-il question de qualit\u00e9 du travail, alors comment concilier cela?<\/span><\/p>\n Enfin, il y a une frustration certaine \u00e0 devoir attribuer une note. Si souvent, \u00e0 la mi-trimestre ou \u00e0 la fin du semestre, je regarde mes notes en me demandant ce qu’elles signifient. Quelle est la diff\u00e9rence entre un \u00e9l\u00e8ve qui a 88\u00a0% et un autre qui a 92\u00a0%, si ce n’est que, dans le monde n\u00e9olib\u00e9ral dans lequel nous vivons, l’\u00e9l\u00e8ve qui a 92 % pourrait obtenir une meilleure bourse pour une universit\u00e9 qui privil\u00e9gie les notes au d\u00e9triment de la substance (et ignore la subjectivit\u00e9 inh\u00e9rente \u00e0 toutes les formes d’\u00e9valuation et le capital culturel et \u00e9conomique des \u00e9l\u00e8ves).<\/span><\/p>\n En fin de compte, il n’y a pas de m\u00e9thode d’\u00e9valuation parfaite et je sais que je continuerai \u00e0 lutter par rapport \u00e0 mes pratiques d’\u00e9valuation. Mais en m\u00eame temps, je pense que c’est peut-\u00eatre \u00e7a l\u2019essentiel. Le fait que je sois pr\u00eat \u00e0 me d\u00e9battre pour trouver la meilleure fa\u00e7on d’\u00e9valuer mes \u00e9l\u00e8ves et \u00e0 \u00eatre ouvert \u00e0 un changement radical est peut-\u00eatre la partie la plus importante dans tout cela. On dit souvent que si l’on n’est pas en col\u00e8re, c’est que nous ne pr\u00eatons pas attention. Peut-\u00eatre que si nous ne remettons pas en question nos m\u00e9thodes d\u2019\u00e9valuation, c’est que nous ne pr\u00eatons pas attention \u00e0 ce qui compte.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Mes d\u00e9fis face \u00e0 l\u2019\u00e9valuation Kevin Lopuck est un enseignant de sciences sociales et directeur de d\u00e9partement \u00e0 la Lord Selkirk Regional Comprehensive School au Manitoba. Il est aussi un ancien pr\u00e9sident de la Manitoba Social Sciences Teachers\u2019 Association et doctorant \u00e0 l\u2019Universit\u00e9 du Manitoba.Ce qui suit est un r\u00e9cit tr\u00e8s cru et sinc\u00e8re […]<\/p>\n","protected":false},"author":14,"featured_media":6098,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" [et_pb_section fb_built=\"1\" admin_label=\"Salon Article\" _builder_version=\"4.27.0\" da_disable_devices=\"off|off|off\" global_colors_info=\"{}\" da_is_popup=\"off\" da_exit_intent=\"off\" da_has_close=\"on\" da_alt_close=\"off\" da_dark_close=\"off\" da_not_modal=\"on\" da_is_singular=\"off\" da_with_loader=\"off\" da_has_shadow=\"on\"][et_pb_row column_structure=\"2_5,3_5\" admin_label=\"row\" _builder_version=\"4.27.4\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" min_height=\"100px\" global_colors_info=\"{}\"][et_pb_column type=\"2_5\" _builder_version=\"4.24.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text admin_label=\"title\/author\" _builder_version=\"4.27.4\" _module_preset=\"default\" min_height=\"22.8px\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\"]<\/p> \u00a0<\/p> Kevin Lopuck is a Social Sciences Teacher and Department Head at Lord Selkirk Regional Comprehensive School in Manitoba. He is also Past-President of the Manitoba Social Sciences Teachers\u2019 Association and a PhD Candidate at the University of Manitoba<\/span><\/em><\/p> [\/et_pb_text][\/et_pb_column][et_pb_column type=\"3_5\" _builder_version=\"4.24.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/02\/stress-8941886_1280-e1740495817611.jpg\" title_text=\"stress-8941886_1280\" show_bottom_space=\"off\" _builder_version=\"4.27.4\" _module_preset=\"default\" width=\"80%\" min_height=\"119px\" height=\"337px\" global_colors_info=\"{}\"][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\"row\" _builder_version=\"4.16\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" custom_padding=\"|||\" global_colors_info=\"{}\" custom_padding__hover=\"|||\"][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_2_font_size=\"20px\" header_4_font_size=\"16px\" custom_margin=\"-25px||||false|false\" custom_padding=\"||0px|||\" global_colors_info=\"{}\"]<\/p> This is going to be a very raw and heartfelt account of my struggle with assessment. As a teacher with 20+ years of experience, I am comfortable stating that I am uncomfortable with my assessment practices.\u00a0<\/span><\/p> For a very long time, I thought that testing was a true indicator of whether or not a student knew what I wanted them to know. Sure, there were all sorts of other assignments and projects, but the \"real\" indicator of a student's knowledge was the all-powerful unit test or exam - that's when you really found out whether or not a student knew what they needed to know! For years, in my history classes, I used to pride myself on running Jeopardy review sessions prior to unit tests and beam with pride when my students stayed late prior to exams to have a pizza party study session using my exam review sheet of significant dates, terms and events. But that's all changed.\u00a0<\/span><\/p> Philosophically, I now understand that there are better ways of knowing or measuring what a student knows. Four major changes:\u00a0<\/span><\/p> As a social studies educator, I view history as an interpretation of the past. That does not mean that there is no truth, that just means that there are varied and valid interpretations of the past. Students need to learn to evaluate evidence and differing perspectives in order to consider their own interpretations. Whereas my previous form of assessment required students accept a single interpretation of the past, I now recognize that I should assess how students can interpret and employ evidence. I should assess on historical thinking rather than historical memorization.\u00a0<\/span><\/p> The world is changing, and technological advances mean that we don't necessarily need to rely on rote memorization anymore--if we ever did. After all, memorization is not an indicator of understanding. Parroting memorized text is not understanding. If someone can forget something in a week, they never really understood it. The ability to use historical details, to place them in connection with other events, and to recognize their impact on the current context, is understanding.\u00a0<\/span><\/p> Previously, all I could think about in my practice was covering content. I needed to make sure I covered every last detail of the curriculum and that students knew every name, date, place, and event. Now, however, by focusing on developing skills like the historical thinking concepts, critical thinking skills, and the ability to have constructive and democratic dialogue. I enable my students to better access the content but also take with them, not only the big picture thinking that is so important, but skills that they can apply to other contexts going forward. After all, the curriculum includes knowledge, values and skills. Covering only knowledge\/content only is privileging one element of the curriculum, and ignores that you can learn content while engaging skills.\u00a0<\/span><\/p> I once thought that having students cram for quizzes, tests, and exams was beneficial, that rote memorization was equivalent to good scholarship. I now vociferously disagree with that ideal. Such methods are disingenuous and not indicative of student learning. The stress caused by such high stakes testing can be harmful to a student's well-being, and does not create the conditions for students to demonstrate their learning. The only thing high stakes summative assessments measure is a student's ability to perform under pressure--but that is not the skill I am teaching, so it would be unfair to assess that. But the question remains, how do we best assess our students' learning?\u00a0<\/span><\/p> Since piloting the Global Issues: Citizenship and Sustainability curriculum in 2011, I have varied my assessment practices greatly. As a course based in inquiry, action, and 10 enduring understandings (EU), I felt there was a lot of leeway as to what assessment methods to choose. But still, I fell back on older methods, quizzes and tests and projects with detailed rubrics. There was a disconnect between how I viewed legitimate assessment, and my classroom assessment practice. My assessment practice still privileged particular skills (writing) and did not align with the curriculum (which encourages student action, dialogue and deliberation) or my own beliefs about assessment (it privileged product over process and learning). Here is a fictionalized example of two types students in the same class:<\/span><\/p> [\/et_pb_text][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" custom_padding=\"25px|10px|0px|10px|false|true\" border_radii=\"on|3px|3px|3px|3px\" border_width_all=\"3px\" border_color_all=\"gcid-2a389ecc-cc14-424c-bc8f-879686771577\" global_colors_info=\"{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22%93}\"]<\/p> \u00a0<\/p> Student A:<\/span><\/p> Student B:<\/span><\/p> [\/et_pb_text][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" header_2_font_size=\"20px\" header_2_line_height=\"2.8em\" global_colors_info=\"{}\"]<\/p> At the end of the semester it was Student B that received the better mark, but philosophically I felt like Student A demonstrated a higher level of understanding of the course content (enduring understandings) and skills (particularly in the area of dialogue and deliberation). This caused me to reflect on my assessment practices and led me to the conclusion that those practices were not aligned with my philosophy or the curriculum.<\/span><\/p> Perhaps serendipitously, at this time my administration was encouraging staff members to explore outcomes-based assessment and evaluation. I saw this as my chance to try something different and so I joined an in-school professional learning community where we met to discuss moving our assessment practices to outcomes-based. The move to outcomes-based assessment in the Global Issues course felt freeing: gone was the reliance on testing and performance outcomes unrelated to the curriculum's Enduring Understandings. For all the course work the students did they would receive a copy of the 10 EUs and they would have to relate their coursework to those understandings. My assessment was based on using a five-point scale to measure how well the students were relating their work to the EUs and I had students do reflections on their major projects using the same five-point scale and 10 EUs. It seems to have worked. I think that student assessment (and, yes, marks) are a better reflection of how well they understand the EUs.<\/span><\/p> However, this isn't a happily ever after, yet.<\/span><\/p> Firstly, due to the nature of the Global Issues course, a lot Of time is spent on discussing current affairs. I believe that this is absolutely critical in this class and have done graduate research confirming the importance of it.<\/span> My issue, however, is the question of how do you assess dialogue in class? Many students are able to clearly demonstrate their comprehension of the EUs while participating in classroom dialogue, but how is that reflected in their \"mark'? Often, the fall-back is having the students write a reflection about that dialogue, but frequently that is exactly where a student might struggle; they are often better able to communicate this understanding verbally than through their written work. Besides, the skill we are working on is dialogue and deliberation. In the same way I assess students' engagement with historical thinking, I should also be assessing their engagement in dialogue. Doing otherwise would privilege knowledge over skill, not align with my pedagogy (which is anchored to dialogue), and would assess students on a skill that I had not centered in my teaching, written reflections.\u00a0<\/span><\/p> Secondly, as teachers, we are required to make professional judgments about our student work all the time, but those judgments are made under the microscope of a system that emphasizes neoliberal models of success that are expected by parents, and often by the students themselves. I can make judgment calls about how well a student knows course content, but if I'm not able to demonstrate how I made that judgment call in a way that satisfies components of a neoliberal system, I am not doing enough (I'm reminded of an anecdote from a colleague who once told me, \"No one questions a paramedic's judgment when they arrive at the scene of an emergency, they trust that the person knows what they are doing, so why don't people trust a teacher's judgment calls?\u201d). To give this a practical take, if I can tell that a student understands course content through dialogue, shouldn't that be enough? Why is it necessary to test that knowledge or force students to write it on paper?<\/span><\/p> Thirdly, old habits die hard. Even if I philosophically believe in outcomes-based assessment, what happens when students work just isn't very' good? Going back to my Student A and Student B examples, I knew Student A knew the content of the course, but I was often left disappointed with their work (notice that neoliberal focus on product and dismissal of the work she had done in the process of dialogue). Her inquiry projects could be much more robust and her action project, while good in principle, was never really seen to its conclusion. How much value do we place on quality of work in an outcomes-based assessment system? How do our ideas of quality often rely on 'effort' and 'aesthetic' over understanding? Nowhere in the does it talk about quality of work, so how do I reconcile this?<\/span><\/p> Finally, there is a definite frustration with giving a mark at all. So often at the mid-term or end of semester reporting period, I'm left looking at my marks and wondering what it all means. What's the difference between a student with an 88% and a 92% other than, in the neoliberal world we live in, the fact that the student with the 92% might get a better scholarship to a university that prioritizes marks over substance (and ignores the inherent subjectivity of all forms of assessment and the cultural and economic capital of students).<\/span><\/p> At the end of the day, there is no perfect way to assess and I know that I will continue to struggle with my assessment practices. But at the same time, I think that perhaps that's part of the point. The fact that I'm willing to struggle with how best to assess my students and open to radical change might be the most important part of all of this. People often say, if you are not angry you are not paying attention. Maybe, if we are not questioning our assessment we aren't paying attention.<\/span><\/p> [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[974,108],"tags":[],"class_list":["post-6103","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles-fr","category-salon-fr"],"_links":{"self":[{"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/posts\/6103","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/users\/14"}],"replies":[{"embeddable":true,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/comments?post=6103"}],"version-history":[{"count":5,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/posts\/6103\/revisions"}],"predecessor-version":[{"id":6109,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/posts\/6103\/revisions\/6109"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/media\/6098"}],"wp:attachment":[{"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/media?parent=6103"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/categories?post=6103"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ssencressc.ca\/fr\/wp-json\/wp\/v2\/tags?post=6103"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Voici comment ma fa\u00e7on de voir l\u2019\u00e9valuation a chang\u00e9 <\/h2>\n
1) Connaissances<\/strong><\/h4>\n
2) Compr\u00e9hension<\/strong><\/h4>\n
3) Comp\u00e9tences<\/strong><\/h4>\n
4) Apprentissage<\/strong><\/h4>\n
\u00a0<\/h2>\n
Alors comment j\u2019\u00e9value dans le cadre de cette nouvelle philosophie? <\/h2>\n
Que r\u00e9v\u00e8lent ces deux \u00e9l\u00e8ves sur l\u2019\u00e9cart entre ma philosophie et ma pratique de l’\u00e9valuation?
<\/b><\/h3>\n\n\n
\n \n \n
\n \n
Questions que je me pose encore<\/h2>\n
<\/span><\/p>\nMy Assessment Struggle<\/h1>
\u00a0<\/h2>
How did my thinking on assessment change<\/h2>
1) Knowledge\u00a0<\/strong><\/h4>
2) Understanding<\/b><\/h4>
3) Skills<\/b><\/h4>
4) Student Learning<\/b><\/h4>
\u00a0<\/h2>
How do I assess within this new philosophy?<\/h2>
What do these two students reveal about the disconnect
between my philosophy and my assessment practice?<\/b><\/h3>What I\u2019m still pondering.<\/h2>