Post on 14-Dec-2015
transcript
C-US ISCAR Regional Meeting
July 1st – July 3rd 2013
Laval University
Rollande Deslandes
Education Department, Université du Québec à Trois-Rivières
SSHRC Funding (Deslandes, 2008-2011, coll. Rivard)
Boundary crossing: Collectively redefining the educational activity
with at-risk students
© 2003 Center for Activity Theory and Developmental Work Research
2
Family-School Communication in the Context of Learning Assessments (3rd phase, 2010-2011)
Subjects: A collective of teachers
Rules and Policies-MELS: politics on evaluation, report card, knowledge and competencies -Teachers: processes
CommunityTeachers, rather low SES
Role divisionElaboration of workshops on learning and assessment
Instruments: workshops based on Kolb’s experiential approach
Subjects: students’ parents
Rules and Policies -MELS: politics on evaluation, report card, knowledge and competencies -Teachers: processes
CommunityParents, Rather low SES
Instruments: workshops and focus groups
Role division Participation in the workshops; discussion, exchanges
Shared Object : make sense and understandthe evaluation process
Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical reconceptualization. Journal of Education and Work, 14, p. 136Deslandes, R. et Rivard, M.-C. (in press).
Results: better understanding of the curriculum, of the competencies, of the evaluation process and of the final LETTER on the report card
Tensions • Surprised by the importance of observation as a means for
assessing learning and for collecting data• Doubts - How can the teacher really focus on one child at a time and come
out with an evaluation mark that really reflects the child’s level of competency attainment?
- How can a teacher come to know each child enough in order to be fair in the evaluation?
• Disappointments• Regarding the frequent use of C+• Misunderstanding as a C + is a poor result for several parents• Important point to remember when the child receives his/her
report card in order to react properly
Tensions
6th Grade • Explanation for the parents’ low participation rate • Time constraints on the part of parents• Fear of being judged• Parental responsibilities• Connotation associated with the word “evaluation”• Continuous changes in the education system• Challenges linked to children’s schooling• Assessment is the teacher’s expertise domain
Tensions