Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ?

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Construire et g

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é

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érer des

rer des

rer des

rer des é

é

évaluations

é

valuations

valuations

valuations

standardis

standardis

standardis

standardisé

é

é

ées de qualit

es de qualit

es de qualit

es de qualité

é

é

é. Comment ?

. Comment ?

. Comment ?

. Comment ?

Avec quelles ressources ?

Avec quelles ressources ?

Avec quelles ressources ?

Avec quelles ressources ?

Prof. Dr.

Jean-Luc GILLES

Université de Liège

Système Méthodologique d’Aide à la Réalisation de Tests (SMART)

Service de Didactique générale et intervention éducative

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 2

Service de

didactique générale

et intervention

éducative

Assess Group S.A.

Assessment Systems

and e-Solutions Group

SMART

Système

Méthodologique d’Aide

à la Réalisation de

Tests

Demandes de prestations liées à l’évaluation de la

part d’entreprises, de grandes administrations, de

Besoins

des acteurs

des

évalua-tions

Critères

de qualité

validité

fidélité

sensibilité

diagnosticité

praticabilité

équité

communicabilité

authenticité

Modèles

& procédures

d’évaluation

Ressources

en personnel

et en

maté-riel

Quatre facteurs clés pour une approche qualité en

docimologie :

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 4

Système

Méthodologique d’Aide

à la Réalisation de

Tests

(ULg)

Solutions matérielles :

Une chaîne complète de lecture optique de marques

Un système de boîtiers de

votes électroniques qui

permettent d’animer des

séances de cours interactives

et de fournir des feedbacks en

direct aux étudiants

Assess-Group

Système

Méthodologique d’Aide

à la Réalisation de

Tests

(ULg)

Assess-Group

S.A.

Solutions logicielles :

Testing Interactif Multimédias

via Internet (TIMI)

electronic Network for

Global Evaluation of

Learners’ Satisfaction

(e-NGELS)

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 6

Système

Méthodologique d’Aide

à la Réalisation de

Tests

(ULg)

Assess-Group

S.A.

R&D en ingénierie docimologique :

electronic Construction & Quality Control

in Standardized Testing

2. Design

Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP)

3. Questions

Selection or writing of

the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the

questions defined

Blank tests (paper or web based)

5. Testing

The standardized

test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version

of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

2. Design

Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection

2. Design

Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection

1. Analysis

Points to evaluate (PE), Priorities (P), Categories

of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP)

3. Questions

Selection or writing of

the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the

questions defined

Blank tests (paper or web based)

5. Testing

The standardized

test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version

of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

(Gilles, 2002 ; Gilles & al., 2005)

2

ème

_{bac. psychologie et sciences de l’éducation (229 étudiants)}

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 8

2

ème

_{bac. psychologie et sciences de l’éducation (229 étudiants)}

Cote finale

Travail de groupe

« présentation en octuor »

= 50%

Test standardisé

« papier crayon »

= 50%

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

1. Analyse

préalable de

l’épreuve

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8. Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8. Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

2. Design de

l’examen

standardisé

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 12

CP x MQ

3. Création des

questions

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version

of the results online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test Advices for the

next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version

of the results online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test Advices for the

next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

4. Information

des évalués

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version

of the results online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version

of the results online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

5. Questionnaire

de l’examen

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8. Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8. Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

6. Acquisition,

correction et

contrôle qualité

des résultats

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8. Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8. Regulation

analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 22

7. Feedbacks

aux étudiants

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which

are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test Advices for the

next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP)

Specification table (PE x CP)

1. Analysis

Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of the questions which

are linked to the trinomials selected

Item bank

4. Training

…on the modalities of the questions defined

Blank tests (paper or web based)

5. Testing

The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback

Personalized and tailored feedbacks are proposed on the basis of final version of the results

online access FB

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction

Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation

analysis of the opi-nions of the people who

intervened in the test Advices for the

next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

Nombre de consultations des feedbacks par

les étudiants en fonction de l'heure

0

100

200

300

400

500

600

700

o

m

b

re

d

e

c

o

n

s

u

lt

a

ti

o

n

s

d

e

s

f

e

e

d

b

a

c

k

s

v

ia

i

n

te

rn

e

t

Nombre de consultations des feedbacks par

les étudiants en fonction de l'heure

0

100

200

300

400

500

600

700

N

o

m

b

re

d

e

c

o

n

s

u

lt

a

ti

o

n

s

d

e

s

f

e

e

d

b

a

c

k

s

v

ia

i

n

te

rn

e

t

pics de

consultations

à l'ULg

pics de

consultations

hors l'ULg

ULg

hors ULg

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 24

8.

Macro-régulation

2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of

the questions which are linked to the trinomials selected

Item bank

4. Training …on the modalities of the

questions defined

Blank tests (paper or web based)

5. Testing The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback Personalized and tailored feedbacks are proposed on the basis of final version

of the results

online access FB

6. Correction Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation analysis of the opi-nions of the people who

intervened in the test

Advices for the next test 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 2. Design Modalities of the Questions (MQ), importance of each MQ (CP x MQ) (PE x CP x MQ) selection 1. Analysis Points to evaluate (PE), Priorities (P), Categories

of Performances (CP)

Specification table (PE x CP)

1. Analysis Points to evaluate (PE), Priorities (P), Categories of Performances (CP) Specification table (PE x CP) 3. Questions Selection or writing of

the questions which are linked to the trinomials selected

Item bank

4. Training …on the modalities of the

questions defined

Blank tests (paper or web based)

5. Testing The standardized test is proposed

Online exams, paper tests linked

with OMR

7. Feedback Personalized and tailored feedbacks are proposed on the basis of final version

of the results

online access FB

6. Correction Set up of the correction of the test

Quality check and discussion of the results

before the final version

6. Correction Set up of the correction of the test

Quality check and discussion of the results

before the final version

8.Regulation analysis of the opi-nions of the people who

intervened in the test

Advices for the next test

Un exemple d’utilisation : l’examen du cours de

psychologie éducationnelle (ULg)

Comparaison des moyennes des avis des étudiants à propos des examens dans le 1er cycle de la FAPSE-ULg (de 1997 à 2000)

1

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M o y e n n e s d e s a v is

1ère candidature 1997-1998 (n=227)

2ème candidature 1997-1998 (n=163)

1ère candidature 1998-1999 (n=150)

1ère candidature 1999-2000 (n=250)

2ème candidature 1999-2000 (n=134)

Construire et gérer des évaluations standardisées de qualité. Comment ? Avec quelles ressources ? – Jean-Luc Gilles – USIP Cochabamba, Bolivie – 29/03/07 26 (Approche qualité en évaluation - Gilles, 2002)

Liens utiles :

Sites web :

Système Méthodologique d’Aide à la Réalisation de Tests (SMART – ULg)

www.smart.ulg.ac.be

Spin off Assess-Group S.A. : testing standardisé

et soutien logistique aux enseignants

www.assess-group.be

Plateforme e-C&QCST : hosting pour les enseignants

http://e-cqcst.assess-group.be/

Did@campus du Service de didactique générale et intervention éducative (ULg)

www.sdg-ulg.net/didacampus/

Articles en ligne :

Electronic Construction and Quality Control in Standardized Testing: the e-C&QCST project

(Gilles, J.-L., Piette, S.-A., Detroz, P., Tinnirello, S., Pirson, M., Dabo, M., Lê, H., 2005)

http://www.jlgilles.net/articles/e-cqcst-earli-2005.pdf

Utilisation du cycle SMART de gestion qualité des évaluations standardisées dans le contexte d’une Haute Ecole :

regard critique en terme de validité, fidélité, sensibilité des mesures, diagnosticité, praticabilité, équité,

communicabilité et authenticité

(Gilles, J.-L. et Lovinfosse, V., 2004)

http://www.jlgilles.net/articles/Gilles_Lovinfosse_amse_2004.pdf

Merci pour votre attention,

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