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Master Thesis

La mise en confiance des élèves à travers l’évaluation

Abstract : We did an internship at Victor Hugo high school, located in the third borough of Marseille. At this occasion, we noticed that the students lacked self-confidence, specially regarding evaluations, this is why we have chosen to concentrate our research on this fact. The question we were interested in was how different kinds of feedback can’t promote self-confidence and learning. To answer that we imagined a protocol based on the comparison of the effects of two types of positive feedback, each one proposed in one of the group. In the first group the feedback is a personalized comment, assumed to promote self confidence in students, his effect can identify through classroom participation. In the second group, the feedback is a success criteria grid, assumed to promote learning, we can identify his effects through the evolution of grades. The results we’ve got show that students of the first group have tendency to increase classroom participation and the grades of the second group have increase during the three weeks. We have noticed in both groups that increase of grades and classroom participation were correlated. The work we did in this study seems to show that a positive feedback, in any form, promote both learning and self-confidence.
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Master Thesis
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Submitted on : Wednesday, March 20, 2019 - 2:20:51 PM
Last modification on : Wednesday, September 18, 2019 - 1:28:41 AM
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  • HAL Id : dumas-02074073, version 1



Marine Gastaud, Juliette Dujardin. La mise en confiance des élèves à travers l’évaluation. Education. 2018. ⟨dumas-02074073⟩



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