Résumés
Résumé
L’étude de nature interprétative rapportée dans cet article a pour but d’examiner les perceptions des membres du personnel enseignant à l’égard de la pratique de pondération d’une partie ou de l’ensemble des résultats des élèves à l’épreuve provinciale annuelle à leurs résultats de fin de cours en mathématiques 9e année. En réponse à certains items du questionnaire contextuel à l’intention du personnel enseignant, administré en 2009-2012, 90% des enseignants des écoles de langue française de l’Ontario disent que cette pratique motive les élèves à prendre le test au sérieux. Leurs commentaires reflètent des préoccupations vis-à-vis des caractéristiques et comportements de l’élève et des conditions et caractéristiques du test, comme son enjeu et la taille de la pondération. Les constats rapportés rejoignent ceux proposés par Eklöf (2010) dans son modèle de motivation des élèves en situation d’évaluations à grande échelle.
Mots-clés :
- évaluation,
- évaluation à grande échelle,
- notation,
- motivation
Abstract
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:
- assessment,
- large-scale assessment,
- grading,
- motivation
Resumo
O estudo de natureza interpretativa apresentado neste artigo tem por finalidade examinar as perceções dos professores no que respeita à prática de ponderação de uma parte ou do conjunto dos resultados dos alunos no exame provincial anual com os seus resultados finais em matemática do 9.º ano. Em resposta a certos itens do questionário contextual, administrado em 2009-2012, 90% dos professores das escolas de língua francesa do Ontário dizem que esta prática motiva os alunos a levar o teste a sério. Os comentários refletem preocupações em relação às características e aos comportamentos dos alunos e às condições e às características do teste, como, por exemplo, o seu grau de dificuldade e o peso atribuído. As constatações apresentadas neste artigo vão ao encontro daquelas propostas por Eklöf (2010) no seu modelo de motivação dos alunos em situação de avaliação em grande escala.
Palavras chaves:
- avaliação,
- avaliação em grande escala,
- notação,
- motivação
Parties annexes
Références
- Barker, B. (2004). Teaching and targets: Self-evaluation and school improvement. Educational Review, 56, 210-211.
- Baumert, J., & Demmrich, A. (2001). Test motivation in the assessment of student skills: the effects of incentives on motivation and performance. European Journal of Psychology of Education 16 (3), 441-462. 10.1007/BF03173192
- Blau, J. R., Moller, S., & Jones, l. v. (2004). Why test? Talent loss and enrolment loss. Social Science Research, 33, 409-434. doi:10.1016/j.ssresearch.2003.09.002
- Brown, R. (1999). Creating school accountability reports. School Administrator, 56 (10), 12-14.
- Center for Educational Policy (2010). State high School Tests: Exit exams and Other Assessments. retrieved from www.cep-dc.org/index.cfm?documenttopicid=7
- Coburn, C. E., & talbert, J. E. (2006). Conceptions of evidence use in school districts: Mapping the terrain. American Journal of Education, 112 (4), 469-495. doi: 10.1086/505056
- Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25, 375-395. doi: 10.3102/01623737025004375
- DeMars, C. (2000). Test stakes and item format interactions. Applied Measurement in Education, 13, 55-77. doi: 10.1207/s15324818ame1301_3
- Drasgow, F., Levine, M., & Williams, E. (1985). Appropriateness measurement with polychotomous item response models and standardized indexes. British Journal of Mathematical & Statistical Psychology, 38, 67-86.
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Reviews, 53, 109-132.
- Eklöf, H. (2010). Skill and will: Test-taking motivation and assessment quality. Assessment in Education: Principles, Policy & Practice, 17 (4), 345-356. doi: 10.1080/0969594X.2010.516569
- Ferrer-Caja, E., & Weiss, M. R. (2002). Cross-validation of a model of intrinsic motivation with students enrolled in high school elective courses. Journal of Experimental Education, 71, 41-65. doi: 10.1080/00220970209602056
- Flores, B. B., & Clark, E. R. (2003). Texas voices speak out about high-stakes testing: Preservice teachers, teachers, and students. Current Issues in Education, 6 (3). retrieved from doi: http://cie.ed.asu.edu/volume6/number3/
- Glas, C. A. W., & Falcón, J. C. (2003). A comparison of item-fit statistics for the three parameter logistic model. Applied Psychological Measurement, 27, 87-106. doi: 10.1177/014662160225053
- Glas, C. A. W., & Meijer, R. R. (2003). A Bayesian approach to person fit analysis in item response theory models. Applied Psychological Measurement, 27, 217-233. doi: 10.1177/0146621603027003003
- Gustafsson, J. E. (2008). Effects of international comparative studies on educational quality of educational research. European Educational Research Journal, 7, 1-17. doi: 10.2304/eerj.2008.7.1.1
- Gustafsson, J. E., & Rosén, M. (2005). The dimensional structure of reading assessment tasks in the iea reading literacy study 1991 and the Progress in international reading literacy study 2001. Educational Research and Evaluation, 12 (5), 445-468. 10.1080/13803610600697179
- Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education, 10, 169-207. doi: 10.1080/0969594032000121270
- Hoyt, J. E. (2001). Performance funding in higher education: the effects of student motivation on the use of outcomes tests to measure institutional effectiveness. Research in higher Education, 42, 71-85.
- Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006). Strategies to promote data use for instructional improvement: actions, outcomes, and lessons from three urban districts. American Journal of Education, 112 (4), 496-520. 10.1086/505057
- Klinger, D. A., Deluca, C., & Miller, T. (2008). The evolving culture of large-scale assessments in canadian education. Canadian Journal of Educational Administration and Policy, 76, 1-34.
- Koch, M. (2011) . Implications of the multiple-use of large-scale assessments for the process of validation: A case study of the multiple-use of a Grade 9 mathematics assessment (unpublished doctoral dissertation). university of ottawa, canada.
- Kornhaber, M. l. (2004). Appropriate and inappropriate forms of testing, assessment, and accountability. Educational Policy, 18 (1), 45-70. doi: 10.1177/0895904803260024
- Lafontaine, D., & Simon, M. (2008). Évaluation des systèmes éducatifs. Mesure et Évaluation en Éducation, 31 (3), 95-123.
- Levine, M., & Rubin, D. (1979). Measuring the appropriateness of multiple-choice test scores. Journal of Educational Statistics, 4 (4), 269-290. doi: 10.2307/1164595
- Levitt, S. D., List, J. A., Neckermann, S., & Sadoff, S. (2011). The Impact of Short-term Incentive on Student Performance. Mimeo, university of chicago, Becker Friedman institute. retrieved from http://bfi.uchicago.edu/events/20111028_experiments/papers/levitt_list_neckermann_sadoff_short-term_incentives_september2011.pdf
- Loye, N. (2011). Panorama des programmes actuels des enquêtes à large échelle. Mesure et Évaluation en Éducation, 34 (2), 3-24.
- Luce-Kapler, R., & Klinger, D. (2005). Uneasy writing: the defining moments of highstakes literacy testing. Assessing writing, 10, 157-173. doi: 10.1016/j.asw.2005.08.002
- Ndinga, P., & Frenette, E. (2010). Élaboration et validation de l’échelle de motivation à bien réussir un test (éMrt). Mesure et Évaluation en Éducation, 33 (3), 99-123.
- Nering, M. (1997). The distribution of indexes of person fit within the computerized adaptive testing environment. Applied Psychological Measurement, 21, 115-127. doi: 10.1177/01466216970212002
- Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: how high-Stakes Testing Corrupts America’s Schools. cambridge, ne: harvard education Press.
- Olaru, I. D., Karageorghis, C. I., & Chatzisarantis, N. K. D. (2003). Multiple motivation theory testing in secondary school physical education. Journal of Sports Sciences, 21, 356-357.
- O’neil, H. F., Abedi, J., Miyoshi, J., & Mastergeorge, A. (2005). Monetary incentives for low-stakes tests. Educational Assessment, 10 (3) , 185-208. doi: 10.1207/s15326977ea1003_3
- Radford, L., & Demers, S. (2010). Pratiques pédagogiques et rendement des élèves au test Provincial des Mathématiques de l’ontario. document inédit, centre Giare, ottawa, canada.
- Roderick, M., & Engel, M. (2001). The grasshopper and the ant: Motivational responses of low-achieving students to high-stakes testing. Educational Evaluation and Policy Analysis, 23 (3), 197-227. doi:10.3102/01623737023003197
- Sloane, F. C., & Kelly, A. E. (2003). Issues in high-stakes testing programs. Theory into Practice, 42, 12-17. doi: 10.1353/tip.2003.0011
- Stocking, M., Steffen, M., & Eignor, D. (2001). A method for building a realistic model of test taker behavior for computerized adaptive testing. Princeton, nJ: educational testing service.
- Stone, K. R. (2008). Making sense of testing: English language learners and statewide assessment (unpublished doctoral dissertation). university of Minnesota, Minnesota.
- van Barneveld, C., King, S., Simon, M., & Nadon, C. (2010). Final Report on the Analysis of Teachers’ Responses to Constructed-Response Questions on the Grade 9 Assessment of Mathematics Teacher Questionnaire. winter and Spring 2010 administration. toronto, canada: eQao.
- van Barneveld, C., Pharand, S.-L., Ruberto, L., & Haggarty, D. (2012). Student motivation in large-scale assessments. in M. simon, K. ercikan, & M. rousseau (eds). Improving Large-Scale Assessment In Education (p. 43-61) . new york, ny: routledge, taylor & Francis Group.
- van Krimpen-Stoop, E., & Meijer, R. (1999). The null distribution of person-fit statistics for conventional and adaptive tests. Applied Psychological Measurement, 23, 327-345. doi: 10.1177/01466219922031446
- Volante, L. (2008). Educational Quality and accountability in ontario: Past, present and future. Canadian Journal of Educational Administration and Policy Issue, 58, 1-21.
- Wayman, J. C., & Stringfield, S. (2006a). Data use for school improvement: school practices and research perspectives. American Journal of Education, 112 (4), 463-468. doi: 10.1086/505055
- Wayman, J. C., & Stringfield, S. (2006b). Technology-supported involvement of entire faculties in examination of student data for instructional improvement. American Journal of Education, 112 (4), 549-571. 10.1086/505059
- Wigfield, A., & Eccles, J. (2000). Expenctancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. doi: 10.1006/ceps.1999.1015
- Wise, L. L. (1996a, april). A persistence model of motivation and test performance. Paper presented at the annual meeting of the american educational research association, new york, ny.
- Wise, L. L. (1996b). Indicators of student effort on the national Assessment of Educational Progress (report no. r99B60002). alexandria, va: human resources research organization.
- Wise, S. L. (2006). An investigation of the differential effort received by items on a lowstakes computer-based test. Applied Measurement in Education, 19 (2), 95-114.
- Wise, S. L., & DeMars, C. E. (2005). Examinee motivation in low-stakes assessment: Problems and potential solutions. Educational Assessment, 10, 1–17.
- Wolf, L. F., & Smith, J. F. (1995). The consequence of consequence – motivation, anxiety, and test- performance. Applied Measurement in Education, 8, 227-242. doi: 10.1207/s1532418ame0803_3
- Wolf, L. F., Smith, J. F., & Birnbaum, M. E. (1995). Consequence of performance, test motivation, and mentally taxing items. Applied Measurement in Education, 8, 341-351. doi: 10.1207/s153241818ame0804_4
- Young, V. M. (2006). Teachers’ use of data: loose coupling, agenda setting, and team norms. American Journal of Education, 112 (4), 521-548. doi: 10.1086/505058
10.7202/1024967ar