Abstracts
Résumé
Cet article répond à cette question centrale : « Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ? » en l’abordant selon deux angles distincts. Le premier a trait aux attitudes et représentations des différentes parties prenantes quant à cette question. Ces attitudes ne sont pas univoques bien qu’elles soient, en tendance, favorables à l’implication des étudiants dans les dispositifs d’évaluation des enseignements. Le second a trait à la validité de l’information ainsi récoltée. La plupart des recherches et les méta-analyses effectuées soutiennent plutôt la validité de l’EEE. Ce n’est cependant pas toujours le cas et cette validité est au moins partiellement en débat. Les auteurs plaident, dans les conclusions, pour que l’écologie locale et le contexte, notamment disciplinaire, soient pris en compte lors d’analyses de la validité qui devraient, selon eux, envisager des méthodologies plus naturalistes.
Mots-clés :
- évaluation des enseignants par les étudiants,
- attitude,
- validité,
- fidélité,
- approche naturaliste
Abstract
In this paper we answered a central question: “Do students have enough skills to assess teaching’s quality?” through two different indicators. The first one related to stakeholders various attitudes and representations about this question, knowing that they (attitudes and representations) change from one stakeholder to one other but are, as a trend, in favor of including students within the teaching quality assessment. The second one deals with the concept of validity of collected information. Most of the studies and meta-analysis support the validity of the process even though some validity might still be discussed. We plead, as a conclusion, to also take into account local ecology and context (mainly disciplinary) in validity analysis which may lead, according to us, to a more naturalistic methodology.
Keywords:
- student ratings,
- attitude,
- validity,
- reliability,
- naturalistic approach
Resumo
Este artigo responde, segundo dois ângulos distintos, a esta questão central: “Os estudantes são competentes para avaliar a qualidade do ensino?” O primeiro tem a ver com as atitudes e as representações das diferentes partes sobre esta questão. Estas atitudes não são unívocas, mesmo que elas sejam, tendencialmente, favoráveis à implicação dos estudantes nos dispositivos de avaliação do ensino. O segundo tem a ver com a validade da informação recolhida desta forma. A maior parte das investigações e meta-análises efetuadas sustentam a validade da avaliação do ensino pelos estudantes, não obstante ser posta causa e, pelo menos, parcialmente discutida. Os autores defendem, nas suas conclusões, que a ecologia local e o contexto, nomeadamente disciplinar, sejam tomados em conta nas análises da validade, na senda, segundo eles, de metodologias mais naturalistas.
Palavras chaves:
- avaliação do ensino pelos estudantes,
- atitude,
- validade,
- fidelidade,
- abordagem naturalista
Appendices
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