From description to innovation
Author(s) : Nadine Talbot, Sonia El Euch
ISBN : 9782897990831
Year of publication : 2022
Nombre de pages : 194
Langue : Anglais#French</trp-gettext#!trpEnglish#
What should we assess: knowledge or skills? The development of competencies requires the acquisition of knowledge, but above all the application of that knowledge to accomplish tasks or solve problems independently and effectively. This approach to teaching, based on skills rather than knowledge, has been adopted from primary school to university level in Quebec and elsewhere in the world. While the assessment of knowledge is relatively straightforward, the assessment of skills is rather complex, as it is multidimensional, posing a number of challenges. This book highlights some of the challenges that accompany the assessment of competencies, whether these are professional (e.g., in engineering) or disciplinary (e.g., in French), and whether the assessment modalities are aimed at assessment for learning, assessment for learning or assessment of learning. An incursion into a number of disciplinary fields will enable the reader to grasp some of the challenges posed by competency assessment. The questions that emerge from the various chapters are bound to inspire students, teachers, researchers and decision-makers to do even better when it comes to skills assessment.
Nadine Talbot holds a doctorate in education from the Université du Québec à Montréal. She is an assistant professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières, specializing in educational measurement and evaluation. Her main areas of interest are evaluative practices in all disciplines and at all levels of schooling in Quebec, their characteristics, validity and impact, as well as measurement models.
Sonia El Euch holds a doctorate in linguistics from Université Laval. A full professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières and a linguist specializing in second-language didactics and the cognitive and metacognitive processes involved in learning situations, she is also interested in issues related to learning assessment. Her research focuses on test validation and the role of affective and cognitive factors in learning and in the development of bilingualism.




