Evaluative practices as part of the competency-based approach
A perilous experience for the life and earth sciences teacher in Cameroon
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The book reports on an experiment carried out by ten teachers and a researcher who worked together to improve their assessment practice. To achieve this, each contributed according to his or her field of expertise, the researcher in the sense of observing and analyzing teaching practices, and the teachers in the implementation and reflective analysis of the skills assessment process. The researcher used an observation grid to collect data characteristic of each teacher's assessment practice, which he then analyzed. Each teacher used a reflective analysis grid to highlight the strengths and wea...
The book reports on an experiment carried out by ten teachers and a researcher who worked together to improve their assessment practice. To achieve this, each contributed according to his or her field of expertise, the researcher in the sense of observing and analyzing teaching practices, and the teachers in the implementation and reflective analysis of the skills assessment process. The researcher used an observation grid to collect data characteristic of each teacher's assessment practice, which he then analyzed. Each teacher used a reflective analysis grid to highlight the strengths and weaknesses of his or her evaluation practice. This enabled them to test their pedagogical and didactic choices and deduce their impact on learner performance. The results obtained suggest an inappropriate implementation of competency assessment: indeed, the analysis shows that this evaluative practice, rather than referring to a socioconstructivist paradigm, is more reminiscent of a behaviourist paradigm.
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