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Master Thesis

L’autocorrection en binôme homogène d’une évaluation formative favorise-t-elle l’assimilation et l’accommodation des compétences. « Effectuer des calculs littéraux ou numériques » et « Faire un schéma adapté » ?

Abstract : Our professional dissertation deals with the effect of correcting a formative classroom assessment on learning (assimilation and accommodation process) of two essential skills in the Physical and Chemical Sciences discipline : "Performing literal or numerical calculations" and "Making A suitable scheme "? Indeed, evaluation and its correction must be an integral part of student learning. The bibliographic study led us to favor the self-correction in homogeneous binomial using a " criteria of success grid" and a "model copy" (for one of the teachers) during the remediation of the formative evaluation. Through a study of five classes of Second in three different secondary schools and using a summative evaluation, we showed that self-correction in pairs has had an overall more positive effect on the learning (assimilation and accommodation) of the two skills analyzed, than individual self-correction.
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Master Thesis
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Élise Quenardel, Mihaela Calancea Nechab, Julien Rodriguez. L’autocorrection en binôme homogène d’une évaluation formative favorise-t-elle l’assimilation et l’accommodation des compétences. « Effectuer des calculs littéraux ou numériques » et « Faire un schéma adapté » ?. Education. 2017. ⟨dumas-01671482⟩

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