L’analyse individuelle de concordance des jugements auto- et allo-évaluatifs portés sur une performance complexe : un outil diagnostique au service d’un feed-back formatif

Résumé

Dans le souci d’affiner l’évaluation des performances complexes des étudiants (universitaires dans notre cas), nos travaux de recherche s’intéressent, d’une part, à la problématique de l’auto-évaluation (à partir de grilles de critères) et, d’autre part, à la confrontation instrumentée (graphique et avec calcul d’indices) des jugements auto- et allo-évaluatifs émis à propos d’une performance complexe. L’analyse de concordance des jugements proposée dans cet article repose sur une telle confrontation, puisqu’elle compare les évaluations (émises par l’étudiant et par l’enseignant) à partir d’une représentation graphique des écarts, d’indices numériques et des justifications écrites par l’étudiant et l’enseignant sur la grille de critères. Une telle analyse individuelle favorise la préparation de feed-back personnalisés à l’intention des étudiants. Nous l’avons utilisée sur le terrain comme base à une discussion formative entre l’enseignant et chaque étudiant.

Mots-clés :

• Auto-évaluation,
• confrontation des jugements,
• feed-back,
• outil diagnostique,
• performance complexe

Abstract

In order to evaluate with accuracy complex cognitive performances of students (graduate students in this case), our research focuses, on the one hand, on self-assessment (based on criteria grids) and, on the other hand, on instrumented confrontation (graph with index calculations) of self and external assessments concerning a complex performance. This article presents an analysis of the degree of agreement found in the confrontation of these two judgements. It compares the assessment judgements (expressed by the student and by the teacher) based on a graphical representation of discrepancies, on numerical indicators and on justifications written by the student and by the teacher on the criteria grid. This type of individual analysis can be used to prepare personalized feedback for the benefit of the students. It was used in a university course as a basis for a formative discussion between the teacher and each student.

Keywords:

• Self-assessment,
• confrontation of judgments,
• feedback,
• diagnostic tool,
• complex performances

Resumo

Com o objectivo de melhorar a avaliação das performances complexas dos alunos (universitários no nosso caso), os nossos trabalhos de investigação interessamse, por um lado, com a problemática da auto-avaliação (a partir de grelhas de critérios) e, por outro lado, com a confrontação instrumentada (gráfico e cálculo de índices) dos juízos auto e allo-avaliativos emitidos a propósito de uma performance complexa. A análise da concordância dos juízos, proposta neste artigo, assenta nessa confrontação, uma vez que compara as avaliações (emitidas pelo aluno e pelo professor) a partir de uma representação gráfica dos desvios, dos índices numéricos e das justificações escritas pelo aluno e pelo professor na grelha de critérios. Esta análise individual favorece a preparação de feed-back personalizado à disposição dos alunos. Utilizámo-lo no terreno como suporte a uma discussão formativa entre o professor e cada aluno.

Palavras chaves:

• Auto-avaliação,
• confrontação dos juízos,
• feed-back,
• utensílio diagnóstico,
• performance complexa