Elementary teachers’ formative evaluation practices in an era of curricular reform in Quebec, Canada

References

• Allal , L. 1988 . “ Vers un élargissement de la pédagogie de la maîtrise: processus de régulation interactive, rétroactive et proactive [To a broadening of the mastery of learning: A process of interactive regulation, retroactive and proactive] ” . In Assurer la réussite des apprentissages scolaires. Les propositions de la pédagogie de maîtrise [To ensure the success of school learning. The proposals of the mastery of learning] , Edited by: Huberman , M. 86 – 126 . Paris : Delachaux et Niestlé .
   Google Scholar
• Allal , L. 1989 . La complexité de l’évaluation [The complexity of the evaluation] . Coordination , 35 : 20 – 21 .
   Google Scholar
• Allal, L., and L. Mottier Lopez. 2005. L’évaluation formative: revue de publications en langue française [Formative Assessment: Review of publications in French]. In L’évaluation formative, pour un meilleur apprentissage dans les classes secondaires [Formative assessment, improving learning in secondary classrooms], ed. Centre pour la recherche et l’innovation dans l’enseignement, 265–90. Paris: Éditions OCDE.
   Google Scholar
• Altet , M. 2002 . Une démarche de recherche sur la pratique enseignante: l’analyse plurielle [A research on teaching practice: Plural analysis] . Revue française de pédagogie , 138 : 85 – 93 .
   Google Scholar
• Black , P. and Wiliam , D. 1998 . Assessment and classroom learning . Assessment in Education: Principles, Policy & Practice , 5 ( 1 ) : 7 – 74 .
   Google Scholar
• Black, P., and D. Wiliam. 2005. Changer l’enseignement grâce à l’évaluation formative: recherche et pratique [Changing teaching through formative assessment: Research and practices]. In L’évaluation formative, pour un meilleur apprentissage dans les classes secondaires [Formative assessment, improving learning in secondary classrooms], ed. Centre pour la recherche et l’innovation dans l’enseignement, 245–61. Paris: Éditions OCDE.
   Google Scholar
• Bloom , B.S. , Hastings , J.T. and Madaus , G.G. 1971 . Handbook on formative and summative evaluation of student learning , New York : McGraw-Hill .
   Google Scholar
• Borko , H. , Davinroy , K.H. , Bliem , C.L. and Cumbo , K.B. 2000 . Exploring and supporting teacher change: Two teachers’ experiences in an intensive mathematics and literacy staff development project . Elementary School Journal , 100 ( 4 ) : 273 – 306 .
   Web of Science ®Google Scholar
• Brown , G.T.L. 2004 . Teachers’ conceptions of assessment: Implications for policy and professional development . Assessment in Education: Principles, Policy & Practice , 11 ( 3 ) : 301 – 318 .
   Google Scholar
• Brown , G.T.L. , Kennedy , K.J. , Fok , P.K. , Chan , J.K.S. and Yu , W.M. 2009 . Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment . Assessment in Education: Principles, Policy & Practice , 16 ( 3 ) : 347 – 363 .
   Google Scholar
• Bru , M. 2001 . Étudier les pratiques enseignantes: les raisons d’un choix [Studying teaching practices: The reasons for choosing] . Les dossiers des sciences de l’éducation , 5 : 5 – 7 .
   Google Scholar
• Buck , G.A. and Trauth-Nare , A.E. 2009 . Preparing teachers to make the formative assessment process integral to science teaching and learning . Journal of Science Teacher Education , 20 ( 5 ) : 475 – 494 .
   Google Scholar
• Butler , D. and Winne , P. 1995 . Feedback and self-regulated learning: A theoretical synthesis . Review of Educational Research , 65 ( 3 ) : 245 – 281 .
   Web of Science ®Google Scholar
• Chouinard, R., F. Bowen, S.C. Cartier, N. Desbiens, M. Laurier, and I. Plante. 2005. L’effet de différentes approches évaluatives sur l’engagement et la persévérance dans le contexte du passage du primaire au secondaire [The effect of different evaluation approaches on commitment and perseverance in the context of transition from primary to secondary education]. Communication présentée au 73e Congrès annuel de l’Association canadienne-française pour l’avancement des sciences, 9 au 13 mai, Chicoutimi.
   Google Scholar
• Desjardins , J. 2006 . “ La réforme des pratiques d’évaluation des apprentissages: virage ou recommencement? [The reform of assessment practices in learning: A turn or a new beginning?] ” . In Le curriculum de l’enseignement primaire: regards critiques sur ses fondements et ses lignes directrices [The curriculum of primary education: A critical look at its foundations and guidelines] , Edited by: Lenoir , Y. , Larose , F. and Lessard , C. 297 – 318 . Sherbrooke : Éditions du CRP .
   Google Scholar
• Doly , A.-M. 1997 . “ Métacognition et médiation à l’école [Metacognition and mediation in schools] ” . In La métacognition, une aide au travail des élèves [Metacognition, a support for students’ work] , Edited by: Grangeat , M. and Meirieu , P. 17 – 61 . Paris : ESF .
   Google Scholar
• Ertmer , P.A. , Addison , P. , Lane , M. , Ross , E. and Woods , D. 1999 . Examining teachers’ beliefs about the role of technology in the elementary classroom . Journal of Research on Computing in Education , 32 ( 1 ) : 54 – 72 .
   Google Scholar
• Franke , M.L. , Fennema , E. and Carpenter , T. 1997 . “ Teachers creating change: Examining evolving beliefs and classroom practice ” . In Mathematics teachers in transition , Edited by: Fennema , E. and Scott Nelson , B. 255 – 282 . Mahwah, NJ : Lawrence Erlbaum .
   Google Scholar
• Galand , B. and Grégoire , J. 2000 . L’impact des pratiques scolaires d’évaluation sur les motivations et le concept de soi des élèves [The impact of school evaluation practices on the motivation and self-concept of students] . L’orientation scolaire et professionnelle , 29 ( 3 ) : 431 – 452 .
   Google Scholar
• Gauthier , C. , Desbiens , J.-F. , Malo , A. , Martineau , S. and Simard , D. 1997 . Pour une théorie de la pédagogie. Recherches contemporaines sur le savoir des enseignants [For a theory of pedagogy. Contemporary research on the knowledge of teachers] , Sainte-Foy : Presses de l’Université Laval .
   Google Scholar
• Gipps , C. 1994 . Beyond testing: Towards a theory of educational assessment , London : Falmer Press .
   Google Scholar
• Gouvernement du Québec . 2001 . Programme de formation de l’école québécoise [Training programme for Québec schools] , Québec : Ministère de l’Éducation .
   Google Scholar
• Gouvernement du Québec . 2002 . L’évaluation des apprentissages au préscolaire et au primaire. Cadre de référence [Evaluation of learning in preschool and elementary education. Reference framework] , Québec : Ministère de l’Éducation .
   Google Scholar
• Harris , L.R. and Brown , G.T.L. 2009 . The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students . Assessment in Education: Principles, Policy & Practice , 16 ( 3 ) : 365 – 381 .
   Google Scholar
• Hattie , J. and Timperley , H. 2007 . The power of feedback . Review of Educational Research , 77 ( 1 ) : 81 – 112 .
   Web of Science ®Google Scholar
• Henderson , L. and Tallman , J. 2006 . Stimulated recall and mental models: Tools for teaching and learning computer information literacy , Lanham, MD : Scarecrow Press .
   Google Scholar
• James , M. and Pedder , D. 2006 . Beyond method: Assessment and learning practices and values . The Curriculum Journal , 17 ( 2 ) : 109 – 138 .
   Google Scholar
• Kirton , A. , Hallam , S. , Peffers , J. , Robertson , P. and Stobart , G. 2007 . Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools . British Educational Research Journal , 33 ( 4 ) : 605 – 627 .
   Web of Science ®Google Scholar
• Laveault , D. 2004 . Interactions entre formation et évaluation: de la régulation de l’apprentissage entre acteurs et leurs rôles à la régulation de l’apprentissage [Interactions between training and assessment: The regulation of learning between actors and their roles in the regulation of learning] . Mesure et évaluation en éducation , 27 ( 1 ) : 51 – 67 .
   Google Scholar
• Laveaut , D. , Leblanc , R. and Leroux , J. 1999 . “ Autorégulation de l’apprentissage scolaire: interaction entre processus métacognitifs et déterminants de la motivation [School self-regulated learning: Interaction between metacognitive processes and determinants of motivation] ” . In L’évaluation des compétences et des processus cognitifs. Modèles, pratiques et contextes [The assessment of skills and cognitive processes. Models, practices and contexts] , Edited by: Depover , C. and Noel , B. 81 – 98 . Paris : De Boeck et Larcier .
   Google Scholar
• Mackey , A. and Gass , S.M. 2005 . Second language research. Methodology and design , Mahwah, NJ : Lawrence Erlbaum .
   Google Scholar
• Martinez , J.G.R. and Martinez , N.C. 1992 . Re-examining repeated testing and teacher effects in a remedial mathematics course . British Journal of Educational Psychology , 62 ( 3 ) : 356 – 363 .
   PubMedGoogle Scholar
• Mory , E.H. 2003 . “ Feedback research ” . In Handbook of research for educational communications and technology , Edited by: Jonassen , D.H. 745 – 783 . New York, NY : Macmillan .
   Google Scholar
• Newmann , F.M. 1997 . “ Authentic assessment in social studies: Standards and examples ” . In Handbook of classroom assessment. Learning, adjustment, and achievement , Edited by: Phye , G.D. 359 – 380 . San Diego, CA : Academic Press .
   Google Scholar
• Nunziati , G. 1990 . Pour construire un dispositif d’évaluation formatrice [To build a system of formative evaluation] . Cahiers pédagogiques , 280 : 47 – 64 .
   Google Scholar
• Paquay , L. 2002 . “ L’évaluation des compétences: nécessités, facettes, questionnements [Skills assessment: Requirements, facets, questions] ” . In L’évaluation des compétences chez l’apprenant. Pratiques, méthodes et fondements [Skills assessment in the learner. Practices, methods and bases] , Edited by: Paquay , L. , Carlier , G. , Collès , L. and Huynen , A.-M. 11 – 18 . Louvain : Presses universitaires de Louvain .
   Google Scholar
• Patton , M.Q. 2002 . Qualitative research and evaluation methods , 3rd ed. , Thousand Oaks, , CA : Sage .
   Google Scholar
• Perrenoud , P. 1998 . L’évaluation des élèves: de la fabrication de l’excellence à la régulation des apprentissages: entre deux logiques [Student assessment: Manufacturing excellence in the regulation of learning: Between two logics] , Bruxelles : De Boeck Université .
   Google Scholar
• Perry , N.E. , VandeKamp , K.J.O. , Mercer , L.K. and Nordby , C.J. 2002 . Investigating teacher-student interactions that foster self-regulated learning . Educational Psychologist , 37 ( 1 ) : 5 – 15 .
   Web of Science ®Google Scholar
• Rea-Dickins , P. 2001 . Mirror, mirror on the wall: Identifying processes of classroom assessment . Language Testing , 18 ( 4 ) : 429 – 462 .
   Google Scholar
• Sadler , D.R. 1998 . Formative assessment: Revisiting the territory . Assessment in Education: Principles, Policy & Practice , 5 ( 1 ) : 77 – 85 .
   Google Scholar
• Sales Cordeiro, G., and B. Schneuwly. 2004. La mise en activité de deux objets d’enseignement en classe de français: le texte d’opinion et la subordonnée relative [The implementation activity of two objects of instruction in a French classroom: The text of opinion and the relative subject]. Communication présentée au 9e congrès de l’Association internationale pour la recherche en didactique du français, 26 au 28 août, Québec.
   Google Scholar
• Scallon , G. 1999 . Du programme à l’évaluation: un lien fragile [Programme evaluation: A weak link] . Vie Pédagogique , 110 : 35 – 37 .
   Google Scholar
• Shepard , L. 2000 . The role of assessment in a learning culture . Educational Researcher , 29 ( 7 ) : 4 – 14 .
   Google Scholar
• Tardif , J. 2006 . Une idée puissante, mais polysémique: l’autorégulation des apprentissages [A powerful idea, but with many meanings: Self-regulation of learning] . Vie Pédagogique , 140 : 48 – 51 .
   Google Scholar
• Tochon , F.V. 2002 . L’analyse de pratique assistée par vidéo [The analysis of video-assisted practice] , Sherbrooke : Éditions du CRP .
   Google Scholar
• Torrance , H. and Pryor , J. 1998 . Investigating formative assessment: Teaching, learning and assessment in the classroom , Florence : Taylor & Francis .
   Google Scholar
• Tunstall , P. and Gipps , C. 1996 . Teacher feedback to young children in formative assessment: A typology . British Educational Research Journal , 22 ( 4 ) : 389 – 404 .
   Google Scholar
• Webb , M. and Jones , J. 2009 . Exploring tensions in developing assessment for learning . Assessment in Education: Principles, Policy & Practice , 16 ( 2 ) : 165 – 184 .
   Google Scholar
• Winterbottom , M. , Brindley , S. , Taber , K.S. , Fisher , L.G. , Finney , J. and Riga , F. 2008 . Conceptions of assessment: Trainee teachers’ practice and values . The Curriculum Journal , 19 ( 3 ) : 193 – 213 .
   Google Scholar
• Zimmerman , B.J. , Bonner , S. and Kovach , R. 1996 . Developing self-regulated learners. Beyond achievement to self-efficacy , Washington, DC : American Psychological Association .
   Google Scholar