Outil technologique pour l'évaluation formative dans l'enseignement supérieur : ZipGrade

Auteurs-es

  • Bani Arora University of Bahrain
  • Abdulghani Al-Hattami Bahrain Teachers College, University of Bahrain

DOI :

https://doi.org/10.21432/cjlt28759

Mots-clés :

évaluation numérique, qualité de l’éducation, rétroaction des personnes étudiantes, efficacité de l’enseignement, ZipGrade

Résumé

Cette étude descriptive examine l’efficacité de ZipGrade, un outil d’évaluation numérique, dans le contexte des évaluations formatives en classe, en se concentrant sur son déploiement pour les questionnaires à choix multiples. Cette recherche contribue au dialogue sur l’intégration des technologies de l’information et de la communication pour promouvoir une éducation de qualité et combler les lacunes de la littérature concernant la transmission d’une rétroaction immédiate afin d’améliorer les résultats de l’apprentissage. Utilisant un échantillon de 63 personnes étudiantes de quatrième année du B.Éd. à Bahreïn, l’étude combine des méthodologies quantitatives et qualitatives pour évaluer les perceptions des personnes étudiantes sur l’utilité et l’efficacité de ZipGrade. Les données ont été collectées à l’aide d’un questionnaire semi-structuré après l’administration d’une série de tests formatifs sur des segments du cours sélectionnés. Les résultats révèlent un accueil majoritairement positif de ZipGrade parmi les personnes étudiantes, soulignant sa facilité d’utilisation, sa capacité à fournir une rétroaction immédiate et son potentiel à impliquer les personnes étudiantes de manière plus efficace dans le processus d’évaluation. Des défis tels que la nécessité d’imprimer physiquement les feuilles de réponses, une prédisposition envers les questionnaires à choix multiple, et des barrières liées à l'infrastructure et à la politique ont été identifiés, suggérant des éléments pouvant être développés et soutenus davantage dans le futur.

Bibliographies de l'auteur-e

Bani Arora, University of Bahrain

Bani Arora is a Lecturer at the Bahrain Teachers’ College of the University of Bahrain and holds a Fellowship of the Advance Higher Education Academy in the United Kingdom. Her research interests include teaching English as a second/foreign language (ESL/EFL) to young adults using flipped learning, scaffolding instruction, and educational technology.

Abdulghani Al-Hattami, Bahrain Teachers College, University of Bahrain

Abdulghani Al-Hattami is the Head of Initial Teacher Education at Bahrain Teachers College, and specializes in educational psychology, assessment, and research. A Senior Fellow of Advance Higher Education, Abdulghani holds a Ph.D. degree from the University of Pittsburgh, USA. His expertise includes statistical analysis, psychometrics, and English language teaching.

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Publié-e

2025-01-11

Numéro

Vol. 50 No. 2 (2024): été

Rubrique

Articles

Licence

© Bani Arora, Abdulghani Al-Hattami 2024

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.