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Master Thesis

« À quoi bon écouter les conseils qu'on me donne si ça ne sert à rien de progresser ? » : contexte d’apprentissage, évaluation formative et progression

Abstract : To make pupils involved in their own learning, that is independent, is a priority for the teacher. Developing independence means developing self-regulated learning, and so take into account feedback. However, if a pupil think that improvement is not possible, what is the point take into account various feedback? We assume that in a context where progress is perceived as possible and desirable (vs. a context where the success is important), pupils will report a more positive relationship with learning, and this would be the case from an early age. To test our hypothesis, in kindergarten, we changed instructions of a task to make two separate explicit goals : progress or success. After exercise in one of two contexts, pupils had to choose three times a level of difficulty for the next time they will do this task (easy, moderate or difficult). On average, we can see that in a context of progress (vs. success) pupils choose more difficult tasks. It appears that in a context of progress, pupils implicitly give them more chance to progress even in kindergarten (progress is possible when confronts what we do not control). The importance of context for the teacher is then highlighted.
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https://dumas.ccsd.cnrs.fr/dumas-01202659
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Submitted on : Monday, September 21, 2015 - 3:12:26 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:25 AM
Long-term archiving on: : Tuesday, December 29, 2015 - 9:00:52 AM

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Clémence Dupraz. « À quoi bon écouter les conseils qu'on me donne si ça ne sert à rien de progresser ? » : contexte d’apprentissage, évaluation formative et progression. Education. 2015. ⟨dumas-01202659⟩

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