Conceptually expanding the curricular alignment model to understand the coherence of the graded summative assessment practices of teachers: issues and perspectives

Abstract

Curricular alignment refers to the links of coherence, found in any teaching-learning process, between curriculum objectives, learning tasks and assessment approaches. This model makes it possible to understand the coherence of any assessment approach. By mobilizing data from a collaborative study carried out on eight secondary school teachers of mathematics and French, we will show, however, that its meaning is rather limited when it comes to understanding coherence in graded summative assessment practices and that, consequently, the model needs to be expanded conceptually. To this end, we will draw on an example of a summative test modelled in this way. Our findings demonstrate the relevance of analyzing summative assessment practices with the help of the expanded model, while considering the role that context plays in certain of its aspects.

Keywords:

• summative assessment,
• curricular alignment,
• assessment practices,
• grading

Résumé

L’alignement curriculaire désigne les liens de cohérence existant dans tout processus d’enseignement-apprentissage entre les objectifs du curriculum, les tâches d’apprentissage et les démarches d’évaluation. Ce modèle permet notamment de comprendre la cohérence de toute démarche évaluative. En mobilisant des données issues d’une recherche collaborative menée avec huit enseignants de mathématiques et de français du secondaire, nous montrerons toutefois que son acception est limitée lorsqu’il s’agit de comprendre cette cohérence saisie dans des pratiques évaluatives sommatives notées et que, dès lors, le modèle demande à être conceptuellement élargi. Pour cela, nous nous appuierons sur un exemple d’épreuve sommative modélisée dans ce sens. Nos résultats soulignent la pertinence d’analyser les pratiques évaluatives sommatives à l’aide du modèle élargi, tout en considérant le rôle que joue le contexte sur certaines de ses dimensions spécifiques.

Mots-clés :

• évaluation sommative,
• alignement curriculaire,
• pratiques évaluatives,
• notation

Resumo

O alinhamento curricular designa os vínculos de coerência existentes em qualquer processo de ensino-aprendizagem entre objetivos curriculares, tarefas de aprendizagem e as abordagens de avaliação. Este modelo permite nomeadamente compreender a coerência de qualquer processo avaliativo. Ao mobilizar dados de uma investigação colaborativa realizada com oito professores de matemática e de francês do ensino secundário, mostraremos, porém, que o seu significado é limitado quando se trata de compreender essa coerência identificada nas práticas avaliativas sumativas e que, portanto, o modelo precisa ser concetualmente ampliado. Neste sentido, apoiar-nos-emos num exemplo de um teste sumativo concebido em função destes pressupostos. Os nossos resultados destacam a pertinência de analisar práticas avaliativas sumativas usando o modelo alargado, considerando o papel que o contexto desempenha em algumas de suas dimensões específicas.

Palavras chaves:

• avaliação sumativa,
• alinhamento curricular,
• práticas avaliativas,
• notação