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Assessment: What, why, for whom?

FESPM Baeza 23rd May
by

Christian Mercat

on 10 March 2017

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Transcript of Assessment: What, why, for whom?

Christian Mercat
IREM
AD
MMI
Collège
Lycée
École primaire
École Maternelle
Université
Higher Educ. & Research
Education
Ministries
3
6
11
15
18
Tale Terminale (Baccalauréat)



1ère Première



2nde Seconde



3ème Troisième (Brevet)



4ème Quatrième



5ème Cinquième



6ème Sixième



CM2 Cours Moyen 2



CM1 Cours Moyen 1



CE2 Cours Élémentaire 2



CE1 Cours Élémentaire 1



CP Cours Préparatoire



GS Grande Section



MS Moyenne Section



PS Petite Section
Cycle 1
Cycle 2
Cycle 3
Organisation
Université
Région
Rectorat: Inspection académique
Départ.
Commune
A place where people work together
different types of
discuss, chat,
exchange practices,
learn to know
one another
production of pedagogical resources
experimentations in the classroom
follow, design then deliver training
have fun with math and teaching!
in-service training
professional development
research in math didactics
math popularization
Training
Doctorat
Agrégation
CRPE
CAPES
IUFM
ESPÉ
{
{
nstitut
niversitaire
de
ormation
des
aîtres
cole
upérieure
du
rofessorat
et de l'
ducation
© Régis Goiffon
ertificat
d' ptitude
au rofessorat de l' nseignement
econdaire
oncours
de ecrutement des rofesseurs des coles
nstitut de echerche sur l' nseignement des
athématiques
ssociation
pour la echerche
en idactique
des athématiques
ssemblée des irecteurs
Âge
Scientific Committee
Commissions Inter IREM (CII)
Education
aison des ath de l' nformatique
&
- 520 HSE + 2 h/semaine
- 140 HSE Agrégation interne
- 1,5 h/semaine C-TICE Lycée Pro
- 268 HSE DGESCO (Ministère)
- 27 HSE ADIREM (Repères IREM)
- 50 HSE groupe TraAM (Ministère)
- 192 HTD Univ. Claude Bernard Lyon 1
}
DAFOP
- 1 500 € Rectorat
- 10 000 € UCBL
- 4 100 € Ventes
- 4 700 € MathC2+
Diffusion of culture
Centre of resources
Formation
Développement professionnel
Publications
projet
mc²
Research-Action
Délégation Académique à la FOrmation des Personnels
DAFOP
4-5-6 April 2014
350 youngsters on the campus
20 000 élèves/an
de Lyon
Lucie traverse les dimensions
Don't suffer math,
LIVE them!
MetaMath & Math-GeAr
PAF
21 840€
11 256€
ou
Assessing
Learning
observing "objectively"
Fact
Observation
Measure
contingency
accumulation repetition
modelling
observables
law
theory
reproductibility
essence
relationships
didactical
Milieu
knowledge
student
teacher
artifacts
makes choices
interacts
with the milieu
course / tutorial / lab / activities / projects
formative / sommative / project assessment
macrodidactic
microdidactic
Organization of a course
- individual/group work
- train known or acquire new K
Tasks:
- autonomous vs supervised
- tools/info: available / authorised / prescribed
- presentation
- remediation
Instruments?
conjoint action
make
visible
facets of
objectivation
density permanence selectivity
premature interpretation
representativity temporality
duration / details
year curriculum
task activity course sequence
micro
meso
macro
--- narrative --->
explanation prediction
explaination rationnalisation explicitation structuration contextualisation intentions
particular
concrete
real
inclusive
generic
abstract
formal
understandable
what is the «same»?
coding
Productions
Production process
Transana
learns
teaches
Qui, quand, quoi, comment?
chronogénèse
mésogénèse
topogénèse
le savoir
facettes
Références:
http://tinyurl.com/Koshman
http://visa.inrp.fr/visa/
Tiberghien Sensevy
aspects éthiques, légaux, techniques
http://visa.inrp.fr
objective
measurable
product
process
organized
epistemologically
participates into this big
social institutional project named SCHOOL
Why
What
Who
How

Antoine Bodin
Éric Roditi
Yves Chevallard
Serge Feldmann

certification
regulation
orientation
enhancement
students
teachers
system
knowledge
learning
teaching
system
what students know
what students can do
Knowledge
Competencies
process
product

what students SHOULD know
what students actually produce
individual
collective
Curriculum
Performance
process
product

individual
collective
There is no such thing as a perfect grade for a student's production!!
Laugier & Weinberg (1936)
Math: 13
French: 78
Philosophy: 127
assessment always depends on what is known of the students
students following a good one are harshly graded.
source
order
anchor
1st impression is determinant
differences not small and not independant
De Ketele: systematic determinants
students
teachers
teaching
system
what students know
what students can do
Knowledge
Competencies
what students SHOULD know
what students actually produce
Curriculum
Performance
through students' grades
we still don't understand!
hierarchy
colleagues
students
parents
society
ideology
intelligent
cordial
virtuous
merry
honest
encouraging, positively critical, using approved material, taking into account errors, timely...
Bressoux (1994)
increase % expected performance
Steel (1997), Huguet & Régnier (2009)
24%

23%
21%

25%
Math

Drawing
Reasoners
Ontology of competences and subjects
Organization of Learning Objects
Learner's model
Adaptation to
pedagogical context
Good Practices
Evaluation
for effective learning
promote students' devolution of work
Formative & Summative
An online platform for multilingual individualised learning
Creation of
individualised books
- This selection particularly helps chemists/girls/Italians
- This is best in face to face teaching
- This is highly correlated with knowledge gain
- Diagnose, identify, create homogeneous groups with specific needs (project oriented teaching)
- "you have a biologist kind of profile"
- Student: identify your knowledge gaps and fill them
- Teachers: identify classroom gaps, mis-conceptions, control actual work
sociologic and linguistic context
competences & knowledge level
pedagogical preferences or relevance
translations
& notations
11% foreigners
M2Real project
Identify learning gaps
by individualized feedback
targets
Identify mis-conceptions
meet teachers' needs to promote appropriation,
collaborative work
global
learning
atematicas
undo
del
INSA de Lyon, Univ. Sherbrooke, IPNMexico, Lima, Monterrey...
paper-screen difficult:
fine grained tagging
http://ideas.cs.uu.nl/
http://service.math-bridge.org/ActiveMath2/tools/dr_authoring.cmd
http://service.math-bridge.org/ActiveMath2/main/viewBook.cmd?page=97&book=LeAM_calculusSecondaryRec
open source GPL
Unified ontology
Detailed marks for pre/post-tests
per student and per question
scale from 0.0 to 1.0
Not always necessary
D
Encourage books generation
TUMP Baeza 21-24 May 2015
R?
eachers
nderstanding
athematics
isa
esearchers
http://www.cndp.fr/collections/collection-evaluations-eleves/la-depp-en-video/quest-ce-que-le-programme-cedre/
Antoine Bodin
Cèdre
http://j3p.devsesamath.net/documentation/
http://revue.sesamath.net/spip.php?article338
nobody knows for sure! There are some nice tries! Here are some of them related to France
APMEP: Plateforme d’Accompagnement Pédagogique (PAP)
non mechanical non mnemonic
«stratégie mathématiques»
autonomy vs accountability (Hanushek & Woessmann)
Chetty & al (2014), Sanders & Rivers (1996)
achievements
which behavior it takes to be a good teacher
But we begin to understand what are the effects: Bietenbeck (2014)
secondaire
"horizontal relationships"
more "vertical intitutional relationships"
References:
http://bit.ly/Site_Antoine_Bodin_PRO
http://eroditi.free.fr/
social reputation
self-esteem
context
Bandura, Marsh, Harter, Wiegfield & Eccles, Bouffard
Monteil, Huguet & al.
Monteil 1993
Steele & Aronson, 1995
Stereotype threat
Full transcript