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According to the MELS (2008, 2010), 30% of students enrolled in a vocational training program (FP) in Quebec drop out or fail in their program of study. This is confirmed by principals and teachers of vocational training, especially when the program includes mathematical content, such as construction. This study therefore aims to better define the nature of difficulties in mathematics for students in vocational training. Using rasch modeling, the study prioritizes diagnostic purposes in mathematics as perceived by teachers and school departments who completed a questionnaire. The results highlight the difficulties of students in several areas of mathematics and diagnostic purposes in particular with respect to logical reasoning, calculation techniques, approaches requiring multiple steps and understanding of the problem statement.

Keywords: évaluation diagnostique, attributs, mathématique, modèle de Rasch, diagnostic assessment, attributes, mathematics, Rasch model, avaliaçao diagnostica, atributos, matematica, modelos de Rasch

In line with a distinction popularized by writers such as Ardoino (1984), Bonniol (1988) and Bonniol and Genthon (1989) in France, the following reflection attempts to show that the concept of effectiveness belongs to  "the order of aims" (i.e., of intentions or objectives aimed at) while the concept of efficiency belongs to "the order of programmation" of inputs and outflows. The outflows are the same for effectiveness and efficiency whereas the inputs are different. Effectiveness has intended effects as inputs, whereas invested resources are the inputs in efficiency. In both cases, we can distinguish quantitative components (intended quantitative effects or/and achieved effects, such as the number of diploma holders, quantitative resources expressed in financial costs) and qualitative components (intended and achieved effects expressed in terms of types of performance, non material resources, etc.). In addition, we can differentiate the internal and external facets of effectiveness and efficiency if we are interested in effects as related, respectively, to intentions or to invested resources. We will further try to show that equity, which also has internal and external facets, takes into account additional questions such as the distribution of costs and the advantages derived from educational investments.

Keywords: coût, efficacité, efficience, équité, rendement, évaluation des systèmes, allocation des ressources, cost, effectiveness, efficiency, equity, productivity, system evaluation, resource allocation

The present paper aims to analyse the translation of puns from a relevance-theory perspective. According to such theoretical framework, the relation between a translation and its source text is considered to be based on interpretive resemblance, rather than on equivalence. The translator would try to seek optimal relevance, in such a way that he or she would use different strategies to try to recreate the cognitive effects intended by the source writer with the lowest possible processing effort on the part of the target addressee. The analysis carried out in this study is based on two tragedies by Shakespeare – namely, Hamlet and Othello – and on five Spanish and two Galician versions of those two plays. The strategies used by the translators of those versions to render sexual puns have been analysed, focusing not only on the product but also on the process. The selection of strategy is determined, among other factors, by the specific context and by the principle of relevance. In those cases in which there is a coincidence in the relation between the levels of signifier and signified across source and target language, translators normally opt to translate literally and reproduce a pun based on the same linguistic phenomenon as the source text pun and semantically equivalent to it. In the rest of the cases, the translator will have to assess what is more relevant, either content or the effect produced by the pun.

Keywords: relevance theory, puns, Shakespeare, Galician, Spanish, théorie de la pertinence, jeux de mots, Shakespeare, galicien, espagnol

In this qualitative study we examined teacher perceptions related to the optional practice of having part or all of a student's results to Ontario's annual Grade 9 province-wide assessment of Mathematics count for his or her final course grades. In response to items from the background questionnaire administered in 2009-2012, 90% percent of teachers from Ontario's French-language schools agree that the practice motivates students to take the assessment more seriously. Related comments show concerns primarily regarding student characteristics and behavior as well as test conditions and characteristics such as the test stakes and the weight attributed to the results. The reported issues parallel those proposed by Eklöf (2010) in her model on the relationships between test stakes, test-taking motivation and test performance.

Keywords: évaluation, évaluation à grande échelle, notation, motivation, assessment, large-scale assessment, grading, motivation, avaliação, avaliação em grande escala, notação, motivação

In the last decade, due to the lack of teachers in Quebec, the province has welcomed a significant number of foreign-trained teachers (MEES, 2018). Research on their learning assessment skills shows that, for those teachers who get used to the standards and values of the culture of assessment for sanction in their native countries, taking into account the professionnal conventions in their host environment is a major issue to their socio-professional integration (Morrissette & Demazière, 2018a). Drawing on the theoretical approach of the social justice of Rawls (1971), we conducted a collaborative research with a group of six teachers trained in foreign countries from “meritocratic” backgrounds, to shed light on their adaptation to the ethics of differentiation in assessment. The analyzes suggest a consentement that developped under the rhythm of negotiated identity conversion process through a socialization of resourcefulness in four phases: negation, discovery, learning, involvement.

Keywords: enseignants formés à l'étranger, éthique de la différenciation en évaluation, recherche collaborative, socialisation de la débrouille, théorie de la justice sociale, collaborative research, ethics of differentiation in assessment, foreign-trained teachers, social justice theory, socialization of resourcefulness, ética da diferenciação na avaliação, investigação colaborativa, professores formados no estrangeiro, socialização do desenrasque, teoria da justiça social

Three eye tracking experiments test the hypothesis that translation involves parallel rather than sequential processing of the source and target texts. In Experiment 1, a group of professional translators translated texts from their native language Danish into English. The texts included both segments where the order of verb and subject was congruent between source and target text and segments that were non-congruent. Translators gazed significantly longer at the non-congruent segments of the source text, indicating that the structure of the target text is anticipated during source text reading. Two follow-up experiments on first and second language reading demonstrate that this congruence effect in translation is not the result of the non-congruent Danish segments being inherently more difficult than the congruent ones and that the effect is not a general effect in bilingual reading. We conclude that translation is a parallel process and that literal translation is likely to be a universal initial default strategy in translation. This conclusion is strengthened by the fact that all three experiments were relatively naturalistic, due to the combination of remote eye tracking and mixed-effects regression modeling.

Keywords: translation processes, eye tracking, parallel/sequential processing, syntactic transfer, L1 and L2 reading, processus de traduction, oculométrie, traitement séquentiel/parallèle, transfert syntaxique, lecture en L1 et en L2

This article aims to identify the characteristics of Canadian teachers who intend to leave their profession, focusing on aspects of their relationship to the job. Data from a sample of 4,210 respondents were analyzed, and the results show that what sets these teachers apart from their colleagues includes the feeling of having difficult relationships with students, but also a pessimistic view of changes in educational policies, and a negative relationship to the job characterized by a dissatisfaction with the workload, the working conditions, the relationships with colleagues and their professional autonomy. However, the situation varies across the five regions of Canada.

Keywords: décrochage enseignant, professionnalisation, satisfaction professionnelle, rapport au métier, teachers' dropout, professionalization, job satisfaction, relationship to the job, abandono docente, profissionalização, satisfação profissional, relação com o trabalho

This paper reported on a follow-up study whose aim was fourfold: 1) to determine which variables do seem to influence the amount of verbalization of professional revisers when they verbalize their thoughts while revising somebody else's translation, 2) to determine what kind of revision sub-processes are verbalized, 3) to determine the relation between the type of verbalizations and revision product and process, and 4) to draw conclusions for revision didactics. Results show that variables that could have influenced the verbalization ratio of revisers had no effect on that ratio, except the revision experience. As far as verbalized subprocesses are concerned, it appeared that revisers rarely verbalized a maxim-based diagnosis, but that the more they verbalized such a problem representation, the better they detected, the better they revised, but the longer they worked. Results also show that participants who verbalized a problem representation together with a problemsolving strategy or a solution, detected better, but worked longer. Further research could focus on a particular subcompetence of the revision competence: the ability to explain.

Keywords: révision, processus de révision, didactique de la révision, compétence de révision, protocoles de verbalisation, revision, revision process, revision didactics, revision competence, think aloud protocols

We study the transmission of prosociality using a model of the exploitation of the commons with overlapping generations. We consider a framework in which economic agents take care not only of their material well-being, but also of their self-image. We assume that their self-image increases to the extent that their action is close to what they perceive as the ideal action, according to the categorical Kantian imperative. We define the degree of prosociality of a person as the importance she attaches to her self-image function. Parents collectively invest in the moral education of their children to strengthen their prosociality because they know that increased cooperation among members of the next generation will be beneficial to their own material well-being. The article contains two important results. First, there is a correlation between the level of material well-being of society and the level of prosociality in the steady state. Secondly, when the cost of moral education depends on the level of prosociality of parents, there is a multiplicity of stationary states. If the parents' initial level of prosociality is too low, the level of prosociality of economic agents in the future will tend to be zero in the long run.