Bibliographic Details
| Title: |
DÉMYSTIFIER LE CONCEPT D'AUTHENTICITÉ EN ÉVALUATION DANS LE PARADIGME CENTRÉ SUR L'APPRENTISSAGE. |
| Alternate Title: |
DEMYSTIFYING THE CONCEPT OF AUTHENTICITY IN EVALUATION IN THE LEARNING PARADIGM. |
| Authors: |
RAMOO, LAKSHMEE1, DURAND, MICHELINE-JOANNE1 |
| Source: |
McGill Journal of Education. Sep2026, Vol. 60 Issue 3, p188-201. 14p. |
| Subject Terms: |
*Authentic learning, *Self-evaluation, *Evidence synthesis, *Evaluation methodology, *Constructivism (Education), Constructivism (Philosophy), Participation, Social constructivism |
| Abstract (English): |
The foundations and principles of constructivism and socioconstructivism have ramifications for evaluation in the learning paradigm. Generally speaking, playing an active role in one's evaluation, and executing complex tasks in line with the real context are expected from the learner. However, its implementation might be challenging in class. Even if authenticity is the central concept of evaluation in the new paradigm, it remains conceptually unclear. In this article, we analyse the different components of this concept through a systematic review on the subject. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Les fondements et les principes du constructivisme et du socioconstructivisme ont des implications directes dans l'évaluation dans le paradigme centré sur l'apprentissage. De manière générale, jouer un rôle actif dans son évaluation et exécuter des tâches complexes qui se rapportent au contexte réel sont des comportements attendus de l'apprenant. Or, la mise en oeuvre de ce type d'évaluation peut s'avérer être un défi en classe. Bien que l'authenticité soit le concept phare de l'évaluation dans ce paradigme, il demeure flou conceptuellement. Cet article propose une analyse du concept fondée sur une revue systématique de la littérature. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
