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État de publication: Publiée (2024 )
Type de présentation: Communication orale
Nom de la rencontre: Conférence Innovating Higher Education
Lieu: Istanbul, Turquie
URL: https://conference.eadtu.eu/en
Résumé: Distance teaching has been growing continuously for several years and accelerated with the COVID-19 pandemic. This has led to many educators re-evaluating how they assess their students’ learning. For fifty years, TELUQ University has been a leading institution in distance teaching in Canada. Since its founding in 1972, TELUQ’s multidisciplinary teams and pedagogical design processes of courses have allowed the implementation of various assessments and digital tools. How students’ learning is assessed at TELUQ University? The purpose of this presentation is to share findings related to data collection conducted through 175 online courses at TELUQ University. To this end, 937 assessment activities were analyzed using an analysis tool developed by Gérin-Lajoie, Beaupré, Contamines, Hébert, and Paquette-Côté (2020) which provides a detailed characterization of 20 components of assessment activities. A compilation of the data for each variable analyzed revealed, among others, that very few assessment activities were diagnostic (2%). It was also found that almost all assessment activities were carried out individually by the students (99.8%) and that the product was more frequently assessed (89%) than the process. Furthermore, automated scoring was used in only 7% of the 937 assessment activities. The results of this study could certainly be of interest to the community of both researchers and teachers working in distance teaching. The latter will certainly find in this inventory something to think about in their assessment activities and consider new approaches in these times of rapid educational changes.
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