L’évaluation dans le domaine de l'éducation : tendances

Abstract

Generally speaking, educational research has considerably progressed in recent time ; evaluation too. It is better and better understood that normative evaluation is not of great help to monitor learning. Need for achievement is a critical factor and the learner should be continuously informed of his situation in the domains of knowledge, skills and attitudes. The sources of learning difficulties must be diagnosed. Criterion-referenced testing and formative evaluation are the answer. Minimum competency testing is also at the order of the day. There is a better awareness of the superficiality of much achievement testing. It often happens that only one facet is tested. The theory of generalisability clarifies the issue. Performance testing is another issue. Among other things, it must be realized that multiple choice items have still a place in testing, specially in abstract subjects like mathematics or logics, but they must be geared on higher cognitive processes. Performance portfolios open new evaluation perspectives ; however, they are not necessarily free from bias or lack of representative As for direct observations of performances, they are often time consuming and lack of validity and reliability is not exceptional. In recent decades, major advances in cognitive psychology have been implemented. Some of the ways it should influence educational evaluation are indicated. A better dissemination of these innovations in school practice should be stimulated. Progress is achieved, but it is too slow as compared with the breath taking changes in our way of life and in technologies.