Дисертації з теми "Évaluation par les pairs formative"
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Laforge, Marceline. "L'influence de l'évaluation formative appliquée par les pairs sur l'apprentissage des critères du placement fondamental en danse classique." Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29248.
Повний текст джерелаClayton, Bernard Rebecca. "Autorégulation, co-régulation et régulation partagée des apprentissages en cours de langue à l’oral : les processus de régulation favorisés par l'évaluation formative par les pairs." Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0029.
Повний текст джерелаIn French higher education settings where students must continue to study English out of obligation rather than choice, the current literature highlights the importance of learning situations in which learners can increase their agency through self-regulation. This approach should enable them both to increase performance and become more independent. Formative peer assessment can help enhance self-regulation, but effects of these methods remain under-explored in the context of oral language-learning tasks. The present thesis draws on a socioconstructivist approach to self-regulated learning, focusing on the social aspects of regulation (essential for meaningful exchange in language learning contexts). Following a systematic literature review, three studies examine individually and shared regulatory processes. The first qualitative study explores individual and shared processes in a learning situation using peer assessment with video feedback. An observational mixed-methods study then examines effects of peer and self-assessment on three regulatory modes (self, co- and socially-shared regulation) in an online setting. Finally, a quasi-experimental quantitative study compares the effects of different peer assessment methods (imposed/co-created criteria) on regulations and self-efficacy. The results of these studies are discussed in light of the literature, providing insights into the social and contextual dimensions of selfregulated learning. Suggestions are made for future research, along with practical recommendations
Silvestre, Franck. "Conception et mise en oeuvre d'un système d'évaluation formative pour les cours en face à face dans l'enseignement supérieur." Thesis, Toulouse 3, 2015. http://www.theses.fr/2015TOU30167/document.
Повний текст джерелаThe significant growth in student numbers and changing learner profiles observed during the last two decades have shaken higher education. The need to adapt teaching strongly appeared. Face to face lectures for a large audience are a sustainable frame for research and implementation of new pedagogical practices. In this context, different studies show that the use of audience response system (ARS) is an efficient way to provide students with formative assessments during lectures and that they engage a large numbers of attendees. However, these systems do not integrate all dimensions of formative assessments, they do not take advantages of sharing text systems (STS) who appeared with Internet and therefore provide only limited types of interaction. Thus, our work addresses the following research questions : - how to enhance implementation of formative assessments in the context of face to face lectures adressed to a large number of students ? - how to maintain engagement of the majority of students in activities related to these formative assessments ? In order to answer these questions, we first propose a framework for the design of formative assessment systems to be used during face to face lectures addressed to a large audience. Thus, we introduce the concept of Audience Assessment and describe its related processes using a standard language. Then, in order to enhance implementation of formative assessments addressed to a large audience, we propose a new process called "N phases process" which introduces characteristic activities and strategies of formative assessments such as peer assessment or use of students as resources of instruction for others. This process supports also richer types of interaction such as answer given as free text entry or feedback provided as text. The second part of our work focuses on the design and the implementation of the audience assessment system called " Tsaap-Notes ". Tsaap-Notes combines the strengths of SVI and STS to implement the N phases process. A series of experimentations has been conducted on Tsaap-Notes showing good results on the capacity of the N phases process to engage the large majority of students
Georget, Jean-Philippe. "Activités de recherche et de preuve entre pairs à l'école élémentaire : perspectives ouvertes par les communautés de pratique d'enseignants." Phd thesis, Université Paris-Diderot - Paris VII, 2009. http://tel.archives-ouvertes.fr/tel-00426603.
Повний текст джерелаApostolo, Sandra. "La méthodologie CLIL-EMILE dans les classes d'histoire en Italie : évaluation, autoévaluation et co-évaluation entre pairs." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2025.
Повний текст джерелаThe purpose of our research is to study whether formative evaluation in oral performances, can be effective to the CLIL methodology when teaching History through French. This acronym refers to any learning situation that involves the integration of subject content and a foreign language as a vector. In Italy, as in most countries, CLIL courses are provided by subject teachers for whom it is not always easy to properly manage language issues. In fact CLIL represents a challenge from several points of view, but it is the oral evaluation/assessment that implies the most difficulties, in particular with regard to the language.The results of our investigation corroborate this fact and often underline the complexity of the CLIL assessment due to the double target of language and content. So how do we solve this problem? How can assessment be made less complicated for teachers and more useful so that students can become aware of their mistakes? What are the most appropriate assessment approaches for this methodology? Are there any instruments that could be useful to teachers and students?We led a two-phase survey in the CLIL Institutional History classes, where the teacher had attended the CLIL courses organized by the Ministry of Education, University and Research. Our survey was carried out in two phases and through online questionnaires addressed to both learners and their teachers. In the first phase we proposed a questionnaire on CLIL and on oral assessment. After that, we created assessment, self- and peer assessment rubrics, which participants used for several months when assessing on oral performances. Through the second-phase questionnaires we wanted to collect data, specifically on the effects of the using the rubrics. Through our research we thus want to determine whether the typical approaches of formative evaluation are relevant to the requirements of CLIL methodology, to suggest ways to reduce the complexity of oral assessment and help learners to improve their communicative skills
Malara, Eric. "Étude des commentaires rétroactifs par les pairs dans le contexte de l'évaluation formative." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6384.
Повний текст джерелаSt-Pierre, Dominique. "Évaluation d'un accompagnement par les pairs à l'intention des femmes envisageant la mastectomie prophylactique." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27695.
Повний текст джерелаMasclet, David. "Pression des pairs et incitation à l'effort : fondements théoriques et évidence expérimentale." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/masclet_d.
Повний текст джерелаIn recent years, models of peer pressure which have been developed are essentially models of mutual monitoring insofar as they assume that the only choice confronting agents in determining the peer pressure environment is to specify their monitoring effort. In this thesis, we aim at considering a model of peer pressure where the agents decide on the sanctions to impose to eventual free riders. When sanctioning is costly, a rational money maximizer will never punish. As a consequence, subjects will shirk because they anticipate that they will never be punished. We conduced several experimental treatments to explore the validity of the theoretical predictions on the efficiency of peer pressure. The experiments simulate team production and allow subject to punish the other members. Our results indicate that subjects often engage in costly punishment of shirkers and that the availability of punishment increases cooperation. Moreover, the efficiency of peer pressure is strongly correlated with the cost and the nature of the sanction. We find that the increase in cooperation is not only due to the willingness to avoid monetary consequences of sanctions but also to avoid disapproval of the peers. This analysis also provides evidence that subjects sanction their peers for two main reasons. The first explanation is that subject punish their peers because they expect that sanctions might have positive effects on future cooperation. The second explanation relies upon considerations of fairness: subjects are willing to sanction their peers in order to reduce inequity of payoffs. So full cooperation, as observed in the experiments, would be sustained as an equilibrium outcome if subjects would be sufficiently inequity averse
Angoulvant, François. "Performance de la recherche clinique financée par les Programmes Hospitaliers de Recherche Clinique : Influence de l'expertise par les pairs." Paris 7, 2012. http://www.theses.fr/2012PA077107.
Повний текст джерелаPeer review is the most common method used in scientific evaluation, particularly in grant assessment. However, many criticisms have been raised against this method, among them: cronyism, lack of reliability and inability to detect the best projects. This thesis focuses on grant peer review biases, using the example of French "Programmes Hospitaliers de Recherche Clinique" (PHRCs). Firstly, we designed a qualitative study to explore stakeholders' perception on grant evaluation. We emphasized the potential presence of conflicts of interest, mostly non-financial, throughout the evaluation, and described regulatory mechanisms in place. Then, we proposed several suggestions of improvement based on our study and the review of the literature. Secondly, we explored the basis of expert judgment in French PHRCs and several national and international grant organizations. On the one hand, we demonstrated the presence of common evaluation criteria in grant assessment, and on the other hand, we found heterogeneous practices among reviewers, sometimes within the same grant. Thirdly, we explored the reproducibility of grant reviewers. In univariate analyses, we found that good agreement between reviewers was associated with proposal acceptance, subsequent proposal publication, and quality of reviewers' reports. It seems important to study inter-reviewer agreement in order to understand reviewers' methods of assessment, to assess grant peer review quality and improve its transparency. L dips in performance. Therefore, a decrease in morbidity and mortality criteria of mother and newborn are expected
Darveau, Paul. "Développement et étude comparative d'un système d'enseignement et d'évaluation formative gérés par la micro-informatique en biologie 3ième secondaire." Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29312.
Повний текст джерелаAbi, Saleh Nathalie. "Plans d'actionnariat salarié et performance des entreprises : le cas des SBF250." Paris 1, 2006. http://www.theses.fr/2006PA010084.
Повний текст джерелаLamy, Leandre. "Évaluation des effets d'un programme de mentorat par les pairs sur la pratique d'activité physique et la condition physique de jeunes adultes au collégial." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/68629.
Повний текст джерелаThe actual portrait of the health behaviours of young adults reveals alarming data about the physical activity level (Colley, Garriguet, Janssen, Craig, Clarke & Tremblay, 2011). To help them adopt increase their physical activity level, it seems appropriate to set up interventions that mobilize the action of their peers (Canadian Institute for Research on Fitness and Lifestyle, 2014; 2015). They seem to give them special importance when the time comes to adopt healthy lifestyle habits (DuBois & Karcher, 2014). Therefore, peer mentoring seems a promising avenue. Although the characteristics of this type of intervention have been documented in the literature, few studies have evaluated its effects in mentees (Sallis, Calfas, Nichols, Sarkin, Johnson, Caparosa, Thomson & Alcaraz, 1999; Boyle, Mattern, Lassister & Ritzler, 2011) and even fewer have done so with mentors (Lubans, Morgan, Aguiar & Callister, 2011). From this perspective, the present study had two objectives: 1) to evaluate the effects of a peer mentoring program in college settings on the practice of physical activity, physical condition, eating behaviours, consumption of fruits and vegetables. and the sense of personal effectiveness of mentees and mentors; 2) explore the moderating role of gender and participants' initial level of physical activity on the effects of the program. These objectives were investigated using a study with a quasi-experimental design using 104 young adults (mentors n = 38, non-mentors n = 33, mentees n = 21 and non-mentees n = 12). Questionnaires as well as physical tests made it possible to measure the main variables. The covariance analyzes show that at the end of the intervention, mentees adopted fewer behaviours aimed at gaining weight than non-mentees, while mentors adopted fewer behaviours aimed at losing weight than non-mentors. In addition, moderation analyzes reveal effects in men regardless of their initial level of physical activity but not in women. In fact, 1) mentee men exhibit better estimated maximal volume of oxygen consumption (VO₂ max) than non-mentee men, 2) male mentors show a lower body mass index (BMI) than non-mentor men and 3) male mentors report more behaviours aimed at gaining weight than non-mentor men. However, although our results suggest these effects, it seems essential to us to interpret them with caution due to some methodological limitations, in particular the small sampling. We often see them as tendencies to take in count for future research. However, our results suggest that we must consider sex of participants when time comes to orient, implement, and operationalize mentoring programs, particularly for the mentors.
Fryberger, Annelies. "De l'évaluation en musique contemporaine en France et aux Etats-Unis : jurys de pairs, commandes d'œuvres et médias sociaux." Paris, EHESS, 2016. http://www.theses.fr/2016EHES0110.
Повний текст джерелаPeers are responsible for evaluating contemporary music, or new music as it is often called in the American context. This dissertation looks at this evaluation at three distinct moments: during evaluation committees appointed to select composers for commissions or grants, in the commissioner-composer relationship, and in position-takings by composers in social media. This research is based primarily on fieldwork with two funding bodies for contemporary music: New Music USA in the United States and public subsidies distributed directly to composers by the Ministry for Culture in France. This Franco-American comparison of evaluative practices reveals contrasting understandings of peer review, which has a number of effects: different voting systems, divergent ways of categorizing the different sub-genres of contemporary music, and distinct views of the role of the composer in society. Judgment in the contemporary arts is often qualified as uncertain (Menger 2009), but the present research shows that this uncertainty is the result of indifference toward certain works or people - often found in the middle of ranked lists - rather than fundamental doubts regarding their quality. In the case of a commission, the bi-directional evaluation conducted by the composer and the commissioner has a profound impact on the work produced, which goes against the vision of the self-determined composer (more present in France than in the US). These different moments of valuation (Antal etal. 2015), including informal ones, are opportunities for the composer to position him- or herself, which helps him/her formulate or impose an interpretative framework favorable to his/her creative work
Kovanis, Michail. "Modélisation du système complexe de la publication scientifique." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB034/document.
Повний текст джерелаThe peer-review system is undoubtedly the gold standard of scientific publication. Peer review serves a two-fold purpose; to screen out of publication articles containing incorrect or irrelevant science and to improve the quality of the ones deemed suitable for publication. Moreover, the role of the scientific journals and editors is to ensure that valid scientific knowledge is disseminated to the appropriate target group of scientists and to the public. However, the peer review system has recently been criticized, in that it is unsustainable, inefficient and slows down publication. In this PhD thesis, I used complex-systems modeling to study the macroscopic behavior of the scientific publication and peer-review systems. In my first project, I modeled empirical data from various sources, such as Pubmed and Publons, to assess the sustainability of the system. I showed that the potential supply has been exceeding the demand for peer review by 15% to 249% and thus, the system is sustainable in terms of volume. However, 20% of researchers have been performing 69% to 94% of the annual reviews, which emphasizes a significant imbalance in terms of effort by the scientific community. The results provided evidence contrary to the widely-adopted, but untested belief, that the demand for peer review over-exceeds the supply, and they indicated that the majority of researchers do not contribute to the process. In my second project, I developed a large-scale agent-based model, which mimicked the behavior of the conventional peer-review system. This model was calibrated with empirical data from the biomedical domain. Using this model as a base for my third project, I developed and assessed the performance of five alternative peer-review systems by measuring peer-review efficiency, reviewer effort and scientific dissemination as compared to the conventional system. In my simulations, two alternative systems, in which scientists shared past reviews of their rejected manuscripts with the editors of the next journal to which they submitted, performed equally or sometimes better in terms of peer-review efficiency. They also each reduced the overall reviewer effort by ~63%. In terms of scientific dissemination, they decreased the median time from first submission until publication by ~47% and diffused on average 10% to 36% more scientific information (i.e., manuscript intrinsic quality x journal impact factor) than the conventional system. Finally, my agent-based model may be an approach to simulate alternative peer-review systems (or interventions), find those that are the most promising and aid decisions about which systems may be introduced into real-world trials
Benmoyal, Bouzaglo Sarah. "Les stratégies de coping des adolescents confrontés à la critique de leur choix de marque par leurs pairs : Le cas de l’introduction d’une nouvelle marque à l’école." Paris 9, 2009. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=2009PA090040.
Повний текст джерелаThe purpose of this research was to study the coping strategies of teenagers when they are confronted by the criticisms of their closest friends in their class about a brand choice and their effect on brand attitude and repurchase intention. We have developed a situational measurement of coping strategies of teenagers. We have found five coping strategies: the justification, the revenge, the denial, the fact of making feel guilty of criticizers and the self-reproach. The final study was carried out on 446 teenagers. A part of the hypotheses were validated: certain negative emotions felt immediately after exposure to the stressor influenced the strategies of teenagers. These latter could have an adaptative or maladaptative effect on the negative emotions which are felt after coping. Finally, these last emotions, according to their nature, could have an influence on brand attitude and/or repurchase intention. Several effects of moderating variables were also analyzed
Perreault, Christian. "L'évaluation formative de la collaboration et de la créativité éclairée par des mesures sémantiques dans un contexte de coélaboration de connaissances." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29936/29936.pdf.
Повний текст джерелаTo succeed in developed societies of the 21st century, its citizens are called upon to develop “21st century skills”. Our study focuses on collaboration and creativity, two of the 10 competencies targeted by the ATC21S collective. Borrowing a participatory design methodology, we studied Knowledge Space Visualizer’s (KSV) affordances as perceived by students and teachers with some experience in using Knowledge Forum. We performed different semantic analyzes of the data gathered throughout six years of collaboration among all the classes participating in the Quebec Remote networked schools initiative. The results suggest that the KSV and different semantic measures could potentially support the development and the assessment methodologies of collaboration and creativity, particularly by providing more indicators to students and teachers and by strengthening the connection between ideas in and between the knowledge building communities that generate them.
Lemaire, Audrey. "Évaluation formative de l'implantation des trousses de stimulation destinées aux enfants âgés entre 18 et 30 mois : une action chapeautée par certains partenaires de l'Initiative 1,2,3, GO! Limoilou." Thèse, Université du Québec à Trois-Rivières, 2013. http://depot-e.uqtr.ca/7311/1/030619149.pdf.
Повний текст джерелаMathieu, Sylvain. "Enregistrement des essais cliniques et biais de publication." Paris 7, 2013. http://www.theses.fr/2013PA077037.
Повний текст джерелаIntroduction. Evidence of selective outcome reporting in medical literature is well-known. In 2005, a policy requiring investigators to deposit information in a registry before study onset was initiated. This initiative ambitioned to reduce biases. This study aims to assess: 1)The frequency of trial registration since these recommandations 2)The adequacy between published articles and registers 3)The use of registered information by reviewers. Results: 1)In 40 of the 144 articles, the studies had been registered (27. 8%). Moreover, 24 reports (23%) contained misleading conclusions, of the 105 articles with a clear primary outcome (PO). Négative trial results were associated with misleading abstract conclusions. In the second study, of the 323 included trials, 147 (45. 5%) were adequately registered (i. E. , registered before the end of the trial, with the PO clearly specified). 2)Among the 147 articles with trials adequately registered, 46 (31%) showed some evidence of outcome reporting bias, of which, when the PO description was available, 82. 6% (19/23) had PO results that were statistically significant. 3)Of the 1,136 responses (37. 5%), 676 (59. 5%) had reviewed an article in the past 2 years. Among these, 232 (34. 3%) looked at a trial registry. If one or more items differed between the registry record and the manuscript, 206 reviewers mentioned the discrepancy in their review comments, 46 advised editors not to accept the manuscript. Conclusion. There is an increase in trial registration, and also discrepancies between registered and published information. However, the situation is encouraging because a third of reviewers already use registers in the peer-review process
Espinosa, Natacha. "Conception d'un dispositif d'évaluation de la compréhension de textes par des élèves du cycle 3. Une approche linguistique. Le projet LECoLe [Logiciel d'Evaluation de la Compréhension en Lecture]." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030165.
Повний текст джерелаThe present research deals with the assessment of the comprehension of short narrative written texts by 8 to 11 year old pupils and endeavours to analyse linguistic indicators which can be identified in their written answers to questions after silent reading of those texts. The context is one of anxiety over reading comprehension difficulties of pupils entering 6th grade and also of the integration of new information technologies in school practices. This research argues for a linguistic approach of written language acquisition applied to the assessment of reading comprehension. In this context an assessment device is proposed both on paper and on computer, including two short narrative texts as well as comprehension questions about those texts. The texts were analysed to identify linguistic complexity indicators which helped analysing the written data collected from three classes. Overall, the results enabled us to identify linguistic comprehension indicators as well as ways of formulating answers by which the pupils showed what they understood and the ways they used the texts to answer the questions. A close longitudinal study of three pupils’ answers enable us to propose a linguistic method for assessing text comprehension. This work invites reflection on a linguistic conception of comprehension assessment and offers a modest contribution to understanding the role Computer resources may play in formative evaluation. Key-words : reading comprehension, formative evaluation, linguistic comprehension indicators, software, teaching and learning of reading, 8 to 11 year old pupils
Singh, Juni. "Essays on Social network and the Role of Information." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0073.
Повний текст джерелаThis thesis combines experiments and theoretical models with data analysis to answer ques-tions on the role of social network and aggregated information. Chapter 1 studies a multi-state binary choice experiment in which in each state, one alternative has well understood consequences whereas the other alternative has unknown consequences. Subjects repeatedly receive feedback from past choices about the consequences of unfamiliar alternatives but this feedback is aggregated over states. Varying the payoffs attached to the various al-ternatives in various states allows us to test whether unfamiliar ones are discounted and whether subjects’ use of feedback is better explained by similarity-based reinforcement learning models (in the spirit of the valuation equilibrium, Jehiel and Samet 2007) or by some variant of Bayesian learning model. Our experimental data suggest that there is no discount attached to the unfamiliar alter-natives and that similarity-based reinforcement learning models have a better explanatory power than their Bayesian counterparts. Chapter 2 studies a natural follow up to the question to understand how these findings would change in the face of the feedback being individual specific in the spirit of learning by doing. The follow up experiment allows subject to experiment and generate individual level feedback unlike the endogenous group feedback in the original one. Our experimental data suggest that there is not much difference in learning and the choice in the proportion of Bayesian learners. Chapter 3 studies the demand for monitoring and its effectiveness across different group compositions. In developing countries where formal institutions are often weak or non-existent, the community is responsible to enforce local agreements. Peer monitoring represents a natural mechanism for the enforcement of social norms and local agreements in such a setting. In this paper we collect original network data in 19 villages in rural Nepal and conduct an experiment to study who is elected as a monitor in a public good game.Individuals play in groups of three, both with their close friends and with people socially distant in the network. They receive the opportunity to anonymously choose their preferred"institution". We combine a theoretical model and a unique lab-in-the-field experiment to show that closely knit groups are significantly more likely to not choose any monitor, while sparse groups tend to prefer a monitor who is highly central in their network. Low central monitors are seldom chosen. Endogenous election of the high central monitor ensures higher cooperation compared to an exogenous assignment, but only in sparse groups
Chastenet, de Castaing Edouard. "Propositions pour l'amélioration de la pertinence de la méthode des multiples en évaluation d'entreprise." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30006/document.
Повний текст джерелаOur research focuses more specifically on the selection criteria to be used to improve the relevance of the multiple-Based valuation method regarding the selection of reference multiples, the selection of comparable companies or the combination of multiples.We confirm that the Enterprise Value multiples based on prospective Ebit and Ebitda (versus actual) are generally the most relevant. In the absence of prospective data, available at the date of valuation, our study shows that Ebitda multiples are generally more relevant.We confirm that the expected growth rates of Ebitda or Ebit are generally relevant performance indicators to identify the most comparable companies among industry-Based peer groups, considering actual Ebitda and Ebit-Based multiples.Our study shows that the combination of Capital employed and Ebit-Based multiples, on the one hand, and of Ebitda and Ebit-Based multiples, on the other hand (based on weighted factors specific to each sector), are likely to improve the relevance of the method, compared to the use of these multiples, alone.The approach implemented in this research may be reproduced by practitioners to identify case by case single and combined multiples that are the most relevant for each industry-Based peer group
Lepareur, Céline. "L’évaluation dans les enseignements scientifiques fondés sur l’investigation : effets de différentes modalités d'évaluation formative sur l’autorégulation des apprentissages." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH019/document.
Повний текст джерелаSince a few years, in many European countries, Inquiry-Based Science Education (IBSE) has impacted science curriculums. Two goals are at stake: to provide an image of scientific activity more consistent with the actual activity of scientists, and to arouse students' interest by emphasizing their active role in the learning process. With the introduction of these measures, the implementation of formative assessments opens a promising way to meet these goals. They are in fact likely to develop students’ self-regulation and to provide relevant feedbacks for teachers to regulate their teaching (Allal & Mottier Lopez, 2007; Clark, 2012; Wiliam, 2010). This doctoral research focuses on the impacts of different modalities of formative assessment on students’ self-regulation in the specific context of IBSE. Two issues have guided this work. The first one, of empirical nature, aimed at analyzing the evaluation practices of teachers and their effects on the self-regulatory process. The second one was the development of a methodology to analyze the variables at stake. To do this, we proceeded by recording videos of class sessions and constructed an indicator grid which allowed us to analyze in situ process. Different teaching situations were compared. The first corresponded to formative assessments such as teachers implement it in their daily practices. The second concerned the assessment practices implemented by the same teachers the following year, after a workshop where teachers were invited to reflect on their practice. Our results show a better balance in the use of different formative assessment methods in the second situation, especially towards a greater empowerment of students and better taking account peers as resources. Students also demonstrate more efficient self-regulation of their behavior in the light of a greater time spent to produce solving strategies and a better commitment to the task. The question of how to formally integrate the self-assessment tool to student activity is still pending. Some ideas to effectively combine the evaluation with different learning tasks are thus proposed
Chauvin, Anthony. "Développement et évaluation d'interventions visant à améliorer le processus de « peer-review » en recherche biomédicale The most important tasks for peer reviewers evaluating a randomized controlled trial are not congruent with the tasks most often requested by journal editors Impact of interventions to improve the quality of peer review of biomedical journals: a systematic review and meta-analysis A protocol of a cross-sectional study evaluating an online tool for early career peer reviewers assessing reports of randomised controlled trials." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB215.
Повний текст джерелаThe peer-review process is a cornerstone of biomedical research publication. However, studies have shown that peer-reviewers' evaluations are often discordant, that they fail to detect fraud, errors and that their evaluation is influenced by the results. The objective of this thesis work was to explore and rethink the process of peer-review editorial. As a first step, we identified the tasks expected of peer-reviewers when evaluating a randomized controlled trial report and compared the importance of these tasks from the points of view of peer-reviewers and editors. Our study showed that the most important tasks for peer reviewers were not congruent with the tasks most often requested by journal editors in theirs guidelines to reviewers. In a second step, we conducted a systematic review and a meta-analysis of randomized controlled trials evaluating an intervention aimed at improving the quality of peer-review in biomedical journals. We identified 22 randomized controlled trials that evaluated 5 interventions. These trials included a small number of participants, were mostly monocentric and had biases that limited the interpretation of their results. Finally, we have developed and evaluated a tool to help achieve the peer-review of randomized trials associated with online training. This tool is specifically aimed at evaluating the quality of the reporting that means the compliance with the recommendations of the CONSORT statement (i.e., international recommendations required by publishers to report randomized trials in a complete and transparent manner). We compared the performance of young trained peer-reviewers using the tool with the performance of reviewers evaluating the manuscript as part of the usual peer-review process. We included 120 randomized controlled trials. Our results showed that the tool improved the number of items correctly classified per manuscript by young peer-reviewers. This finding suggests that the use of a CONSORT checklist focusing on specific items could improve the quality of the peer-review process, and thus the quality of the published manuscript. At the end of this work, we propose to rethink the peer-review process that could be carried out in 2 stages with junior peer-reviewers assessing compliance with the recommendations of the CONSORT statement and experienced reviewers evaluating the methodology and relevance of the question
Bart, Daniel. "Les modes de valorisation de la recherche en Sciences de l'éducation et le développement professionnel des enseignants-chercheurs de la discipline." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2008. http://tel.archives-ouvertes.fr/tel-00349776.
Повний текст джерелаLes enquêtes réalisées ont tout d'abord contribué à accroître le degré d'intelligibilité des activités de valorisation et à caractériser les compétences et les savoir-faire que les universitaires estiment requis pour les mettre en oeuvre. Par-là même, la diversité des voies d'acquisition et de consolidation de leur professionnalité en la matière est également mise en exergue. Ainsi, cette recherche met en évidence différentes figures de développement professionnel, promues au sein de la communauté de pairs et définies par des configurations spécifiques d'activités, de compétences et de valeurs attachées au rôle de la valorisation des travaux dans l'environnement scientifique et social des Sciences de l'éducation. En ce sens, cette thèse caractérise la tension des démarches d'évaluation et de régulation réalisées par les instances internes au groupe professionnel entre reconnaissance de certaines variantes dans le développement professionnel et préservation de l'unité de la professionnalité d'universitaire. L'enjeu de l'évaluation des modes de valorisation serait par-là même de générer une communauté professionnelle tout en permettant aux enseignants-chercheurs d'assurer la diversité des tâches effectivement requises par le métier, de faire face à leurs nouvelles missions et de contribuer au renouvellement des paradigmes et des terrains de recherche.
Hernandez, Lucie. "Relations entre pairs et mobilisation scolaire d'adolescents de 14 à 16 ans : entre richesse et pression du groupe : le rôle médiateur de la valeur accordée à l'école." Electronic Thesis or Diss., Toulouse 2, 2012. http://www.theses.fr/2012TOU20076.
Повний текст джерелаAdolescence is influenced by an intense engagement in friendships interactions. These interactions create more complex bonds than expected. Social changes cause an evolution in the nature and the dynamics of adolescents' relationships. Those changes create a diversification of relationship types which impact on the adolescent's development. The aim of this study is to analyze the influence of friendship quality on adolescents' academic disengagement, as well as the mediator effect of the value towards school. The psychosocial approach, in which we fit, allowed us to highlight both active and subjective parts of the subject with regards to peers and what do they have to do with school (Malrieu, 1973; Mead, 1963; Wallon, 1941). Thus, in the present study, our aim was to investigate links among adolescents' peer-relationships and their academic engagement. 696 8th grade (middle school) adolescents schooled in France answered a questionnaire. 185 come from disadvantaged schools, and the other 511 from public and private "classic" schools. On the one hand, this questionnaire, studies the academic engagement of the adolescents, through the evaluation of their marks, attention, implication, and school perseverance and also their interest for personal work and success. On the other hand, we were looking for the amount of interest they give to the school according to whether it is seen towards epistemic, future, social or externalized dimensions. A third part is devoted to the quality of peers' relationships in relation to the research of conformity, the capacity to handle the pressure from the peers, social support and loneliness. Our results reveal that an extreme search of conformity is likely to provoke academic disengagement and also jointly supports a report externalized towards the school (strategic and social). On the contrary, loneliness promotes a good scholar investment and epistemic interaction towards the school. Two other dimensions are related to the value given to the school by adolescents. It arises that social support and peer pressure felt by adolescents further academic engagement only if they grant scholar and intellectual knowledge rather than to the detriment of their relationships
Arrieu-Mutel, Aline. "Les pratiques d'évaluations formatives et verdictives verbales des enseignants : le cas de deux enseignants de sciences-physiques en lycée général en France." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20067/document.
Повний текст джерелаOur exploratory research, referred to as descriptive, explanatory and comprehensive, consists of exploring a rarely debated area: the verbal evaluation of students by teachers to immediately improve learning and the difficulties observed. We hypothesize that in teaching - learning situations, the teacher is subject to constraining factors that must be overcome in order for the class to move forward: they must ensure that the majority of students build the knowledge expected or meet the educational and didactic objectives planned for the lesson. We will devise a model for the practice of the assessment, using the interrelation of the act of the formative and verbal assessment by the teacher, the representation of their assessment and the situational and peripheral environment. The data obtained, shows the organisation of the constituent patterns of the interactions between the formative and verbal assessment and the answers (or questions) of the students within the determinants of the class; a few encourage a regulation of the process of learning whilst others contribute to the progression of the didactic process. The research into the organisation of these patterns also highlights the presence of discriminating informations (discernements) with regards to the situational context, the concerns of the teacher focused the construction of precise disciplinary content, guided the timing of the class and the socio-cultural aims attained. The latter highlights the understanding of the difficulties of students and the completion of school programmes in years seconde and première scientifique in France
Riffaud, Laurent. "Enregistrement des procédures chirurgicales crâniennes et rachidiennes, et analyse des " workflows " pour l'étude du processus chirurgical." Phd thesis, Université Rennes 1, 2012. http://tel.archives-ouvertes.fr/tel-00737144.
Повний текст джерелаHernandez, Lucie. "Relations entre pairs et mobilisation scolaire d'adolescents de 14 à 16 ans : entre richesse et pression du groupe : le rôle médiateur de la valeur accordée à l'école." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00813639.
Повний текст джерелаDumais, Christian. "Effets de l'évaluation par les pairs sur les pratiques d'expression orale d'élèves de 3e secondaire : une description." Mémoire, 2008. http://www.archipel.uqam.ca/1570/1/M10567.pdf.
Повний текст джерелаSow, Mamadou. "Documenter les pratiques évaluatives de trois enseignants du primaire au Sénégal au regard de la rétroaction écrite en correction de textes d'élèves du CM1." Thèse, 2015. http://hdl.handle.net/1866/13686.
Повний текст джерелаLaperrière, Hélène. "L'évaluation de l'action préventive en contexte d'imprévisibilité : les enjeux d'un projet de prévention des MTS/VIH/SIDA par les pairs, Amazonas, Brésil." Thèse, 2004. http://hdl.handle.net/1866/14414.
Повний текст джерелаMisdrahi, Flores Marian. "L’évaluation des pairs, la prise de décisions et les critères de la qualité au Conseil des arts et des lettres du Québec : le cas des arts visuels contemporains." Thèse, 2013. http://hdl.handle.net/1866/10820.
Повний текст джерелаOur study focuses on the Conseil des Arts et des Lettres du Québec (CALQ) program to support the creation of contemporary visual arts. The question that usually rises about this type of programs, which are based on peer review, is: are the decisions "biased"? But behind this question, there is another more fundamental: what criteria the evaluations are based on? We are interested in understanding the relationship between the artistic quality assessment and the fellowships. More specifically, we seek to analyze how are determined the quality and value of an application in visual arts, what types of arguments and criteria sustain an artistic assessment and by which means the latter may create inequity between candidates. Therefore our research is related to the sociology of arts; nonetheless we take into account the institutional framework and the values that underlie the artistic assessment in the context of an autonomous arts’ funding organization. In this perspective, artistic values are not defined ex nihilo but in situ, in concrete situations, such as the evaluation committees, and in a specific institutional context, the CALQ. The artistic quality assessment is built into concrete and particular social dynamics, which compel us to observe and analyze them carefully. In this sense, our attention will particularly address the mechanisms of decision-making and the collective judgments.