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| PEDA0055-1 | Evaluation of training achievements
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| Duration : | 15h Th, 15h Pr |
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| Credits/ECTS : |
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| Holder(s) : | Florence Pirard |
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| Language : | French language |
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| Course contents : | Evaluating learning is an essential skill for teachers or trainers. It is closely linked to the way in which training or teaching is thought of overall and of which it is a function.
Currently, profound changes are generating a transformation in the way of thinking about and practising evaluation. This course considers different approaches by portfolio, learning in a skills-based approach, etc. and the numerous questions which they raise for evaluation. The evaluation of learning is today approached within less-formalised contexts, where objectives are not set at the start in the same way (for example, checking the acquisition of experience). The course will provide the opportunity to address questions linked to this evolution. |
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| Course objective : | By the end of the course, students will be able to:
- analyse an evaluative situation within its training context, considering the bases, objectives, subjects and ways of operationalising this situation,
- identify and differentiate the competencies evaluated (knowledge, abilities, attitudes, performance, skills etc.),
- design and formulate improvements to a contextualised evaluation situation, from design through implementation to regulatory evaluation, providing justification for them (what, why, how, for whom, with what expectations, what observed effects)?,
- critically consider the range of current evaluative practices going beyond prevailing discussions.
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| Prerequisites : | None. |
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| Workshops : | Each student will identify a training or teaching approach within which the question of evaluation of learning is posed. To do so, students will consider a device used in the context of another course (for example, project management, curriculum design, etc.). Students can also get in touch with a teacher or trainer interested in the evaluation of learning in relation to a device for which they are responsible.
Students will design and develop, formalise and propose methods for evaluating learning which could be implemented for the chosen device. They will also justify their choices by using the material made available in the context of the course and by carrying out individual research which they will then submit to the lecturer.
Where students have established a partnership with a teacher or trainer, they will ensure feedback on their work, as well as discussion of their proposals and areas for consideration.
When the practical work is finished, students will self-assess the approach used and deduce principles for action in order to evaluate learning which could be used in other training or teaching situations. |
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| Organization : | Teaching will combine sessions focussing on the intelligibility of concepts seen through the course and case studies based on observation of questions of evaluating learning, and professionals involved in different types of organisation.
By way of example, professional presentations on validating skills and learning from experience as well as the evaluation of learning through training based on a portfolio approach are planned to take place. A detailed programme will be presented in the first class.
The course will take place on Thursdays, from 1pm-3pm in the second term, S.03, B7a (time and place to be confirmed). |
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| Written notes : | A reading portfolio, including reference articles and a bibliographical list for further information, will be made available to students. Powerpoint presentations or other documents used during class will be made available to students at the appropriate time. |
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| Assessment : | An interview based on the written work carried out as part of the practical work.
Criteria for assessment:
- the formal quality of the way in which the report is presented (respect for APA rules, structure of ideas, spelling),
- quality of presentation of the evaluation situation chosen, including elements of information used for understanding and its contextual analysis,
- the relevance of the analysis and explicit relationship to available references (explicit citation of sources, connecting theory and practice),
- individual research carried out during the analysis of the situation and the references used (providing an appendix of any individual resources used),
- the adequacy of propositions made in terms of the objectives set and the design of the evaluation.
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| Contacts : | Florance Picard, lecturer, contact preferably by email florence.pirard@ulg.ac.be (office opposite the lift, B32, 2nd floor).
Pascal Camus, assistant, contact preferably by email (office 2.1., B32, 2nd floor). |
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