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Master Thesis

L’influence du contexte de progression sur l’efficacité de l’évaluation formative

Abstract : This deduction is part of a research program on the perception of context in the formative evaluation. The positive effects of formative assessment have been widely reported in the literature (Black & William, 1998, 1999). However, they sometimes seem at odds with the findings in the field (Kingston & Nash, 2012). We assume that the context influences the effectiveness of formative assessment. If a favorable environment for the growth is not established, these indices to the advancement may not be perceived by the student, which cannot process this information. In our study, we sought to change the mindset of the students about the opportunity to progress to better understand the context of formative assessment is the most effective. We have seen that the interaction effect we expected was not significant on the definition of capacity, regulatory environment for learning and academic motivation. However, the expected effect of interaction is significant tendentiously for motivation in the work material which we manipulated the context. This study supports the idea that the establishment of a formative context is necessary to allow students to perceive the possibility of progress.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01222360
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Submitted on : Thursday, October 29, 2015 - 5:35:42 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:25 AM
Long-term archiving on: : Friday, April 28, 2017 - 8:43:50 AM

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  • HAL Id : dumas-01222360, version 1

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Marine Caldara. L’influence du contexte de progression sur l’efficacité de l’évaluation formative. Education. 2015. ⟨dumas-01222360⟩

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