Résumés
Abstract
Curriculum integration, focusing on multidisciplinary tasks/projects relevant to the real-world, lends itself to authentic assessment practices. However, attempting to incorporate assessment of, for, and as learning can be challenging. Using data from two mixed method case studies (n=52, n=27) which tracked middle school student learning throughout separate integrated units, we analyzed the types of assessments used by teachers and the relationship of assessment to student learning. Results and implications for teacher practice are explored.
Résumé
L’intégration des divers éléments des programmes, s’articulant autour de tâches et projets multidisciplinaires s’ancrant dans la « vraie vie », rend possible des pratiques d’évaluation authentiques. Cependant, tenter d’intégrer des mécanismes d’évaluation comme mode d’apprentissage, de et pour l’apprentissage peut se révéler un défi. Pour rédiger cet article, les auteurs se sont basés sur des données issues de deux études de cas mixtes (n=52, n=27) ayant suivi les apprentissages de jeunes étudiants du secondaire au sein de groupe distincts. Ils ont analysé les méthodes d’évaluations préconisées par les enseignants et les relations existant entre l’évaluation et les apprentissages des étudiants. Les résultats et leurs implications pour les pratiques enseignantes sont détaillés.
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Parties annexes
Acknowledgement
The authors would like to thank the Social Sciences and Human Research Council for their generous funding of this project.
Notes biographiques
Sheryl MacMath is a doctoral student at the Ontario Institute for Studies in Education at the University of Toronto. She is also an instructor for the Teacher Education Program at the University of the Fraser Valley. Her interests include curriculum integration, classroom assessment, and citizenship development within our elementary schools.
SHERYL MACMATH est doctorante au Ontario Institute for Studies in Education de l’Université de Toronto. Elle est aussi formatrice au programme de formation des enseignants à l’Université Fraser Valley. Ses recherches portent sur l’intégration des programmes, l’évaluation en classe et le développement de la citoyenneté au sein des écoles primaires.
John Wallace is a professor at the Ontario Institute for Studies in Education at the University of Toronto. His interests include curriculum integration, qualitative research methodologies, and science education.
JOHN WALLACE est professeur au Ontario Institute for Studies in Education de l’Université de Toronto. Ses recherches portent sur l’intégration des programmes, la méthodologie des recherches qualitatives et les sciences de l’éducation.
Xiaohong Chi is a doctoral student at the Ontario Institute for Studies in Education at the University of Toronto. She is currently researching student cultural perceptions as they are developed through their reading activities.
XIAOHONG CHI est doctorante au Ontario Institute for Studies in Education de l’Université de Toronto. Ses projets de recherche portent actuellement sur les manières dont les perceptions culturelles des étudiants sont façonnées par leurs activités de lecture.
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