Abstracts
Résumé
L’objet du premier article de ce numéro spécial est de présenter les caractéristiques relatives à la population visée, à la fréquence de passation et aux types de données récoltées dans douze programmes d’enquêtes à large échelle. Les objectifs des versions les plus récentes de ces programmes sont détaillées ainsi que la manière dont les disciplines sont évaluées.
Mots-clés :
- Enquêtes à large échelle,
- cadres de référence
Abstract
The objective of the first article in this special issue is to present characteristics for target population, frequency of administration and data collected in twelve large-scale assessment programs. Relatively to the latest versions of these programs, objectives and the ways disciplines are assessed are presented with deeper details.
Keywords:
- Large scale assessment,
- frameworks
Resumo
O objetivo do primeiro artigo deste número especial é o de apresentar as características relativas à população visada, à frequência de administração e aos tipos de dados recolhidos em doze programas de inquéritos em grande escala. Os objetivos das versões mais recentes destes programas são detalhados, bem como a maneira através da qual as disciplinas são avaliadas.
Palavras chaves:
- Inquéritos em larga escala,
- quadros de referência
Appendices
Références
- Burton, R., Reichert, M., & Martin, R. (2009). L’évaluation des compétences langagières. In J.-G. Blais (éd.), Évaluation des apprentissages et technologies de l'information et de la communication: enjeux, applications et modèles de mesure (p. 57-76). Québec: Les Presses de l’Université Laval.
- CMEC (2008). PPCE-13 de 2007: Rapport de l'évaluation des élèves de 13 ans en lecture, Mathématique et science. Tiré de [http://www.cmec.ca/Programs/assessment/pancan/Pages/pcap 13-2007_fr.aspx].
- CONFEMEN. Son programme d'analyse PASEC. Tiré de [http://www.confemen.org/spip.php?rubrique3].
- Laurier, M. D., & Diarra, L. (2009). L’apport des technologies dans l’évaluation de la compétence à écrire. In J.-G. Blais (éd.), Évaluation des apprentissages et technologies de l'information et de la communication: enjeux, applications et modèles de mesure (p. 77-104). Québec: Les Presses de l’Université Laval.
- Mullis, I. V. S., Martin, M. O., Kennedy, A. M., Trong, K. L., & Sainsbury, M. (2009). PIRLS 2011 Assessment framework. Tiré de [http://timss.bc.edu/pirls2011/downloads/ PIRLS2011 _Framework.pdf].
- Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 Assessment framework. Tiré de [http://timss.bc.edu/timss2011/frame works.html].
- OECD (2009a). PISA 2009 Assessment framework: key competencies in reading, mathematics and science. Tiré de [http://www.oecd.org/document/44/0,3746,en_2649_35845621_44455276_1_1_1_1,00.html] [doi:10.1787/9789264062658-en].
- OECD (2009b). Programme for the international assessment of adult competencies (PIAAC). Tiré de [http://www.oecd.org/document/35/0,3746, en_2649_33927_ 40277475_1_1_1_1,00.html].
- PIAAC Expert group in problem solving in technology-rich environments. (2009). PIAAC problem solving in technology-rich environments: A conceptuel framework. OECD Education Working Paper; 36. Tiré de [http://www.oecd-ilibrary.org/search?option1 = titleAbstract&option2=&value2=&option3=&value3=&option4=&value4=&option5= &value5=&option6=&value6=&option7=&value7=&option8=&value8=&option9=& value9=&option 10=&value 10=&option 11 =&value 11 =&option 12=&value 12=&optio n13=&value 13=&option 14=&value 14=&option 15=&value 15 =&option 16=&value 16 =&option 17=&value 17=&option18=sort&value 18=score&value 1 =piaac&x= 14&y= 16].
- PIAAC Literacy expert group (2009). PIAA C literacy: A conceptuel framework. OECD Education Working Paper; 34. Tiré de [http://www.oecd-ilibrary.org/search?option1 = titleAbstract&option2=&value2=&option3=&value3=&option4=&value4=&option5= &value5=&option6=&value6=&option7=&value7=&option8=&value8=&option9=& value9=&option 10=&value 10=&option 11 =&value 11 =&option 12=&value 12=&optio n13=&value 13=&option 14=&value 14=&option 15=&value 15 =&option 16=&value 16 =&option 17=&value 17=&option18=sort&value 18=score&value 1 =piaac&x= 14&y= 16].
- PIAAC Numeracy expert group (2009). PIAAC numeracy: A conceptuel framework. OECD Education Working Paper; 35. Tiré de [http://www.oecd-ilibrary.org/search? option1=titleAbstract&option2=&value2=&option3=&value3=&option4=&value4=& option5=&value5=&option6=&value6=&option7=&value7=&option8=&value8=&op tion9=&value9=&option 10=&value 10=&option 11 =&value 11 =&option 12=&value 12 =&option13=&value 13=&option14=&value 14=&option15=&value 15=&option16=& value 16=&option 17=&value 17=&option 18=sort&value 18=score&value 1 =piaac&x= 1 4&y=16].
- Sabatini, J. P., & Bruce, K. M. (2009). PIAAC reading component: A conceptuel framework. OECD Education Working Paper; 33. Tiré de [http://www.oecd-ilibrary.org/ search?option1=titleAbstract&option2=&value2=&option3=&value3=&option4=&va lue4=&option5=&value5=&option6=&value6=&option7=&value7=&option8=&valu e8=&option9=&value9=&option 10=&value 10=&option 11 =&value 11 =&option 12=& value 12=&option 13=&value 13 =&option 14=&value 14=&option 15=&value 15=&opti on 16=&value 16=&option 17=&value 17=&option 18=sort&value 18=score&value 1 =pi aac&x= 14&y= 16].
- SAQMEC (2010). About Sacmeq. Tiré de [http://www.sacmeq.org/about.htm].
- Schulz, W., Fraillon, J., Ainley, J., Losito, B., & Kerr, D. (2008). International civic and citizenship education study: assessment framework IAE (éd.). Tiré de [http://www.iea. nl/fileadmin/user_upload/ICCS/ICCS_Framework_International.pdf].