DÉMYSTIFIER LE CONCEPT D'AUTHENTICITÉ EN ÉVALUATION DANS LE PARADIGME CENTRÉ SUR L'APPRENTISSAGE.
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| 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] |
| Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 198105612 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: DÉMYSTIFIER LE CONCEPT D'AUTHENTICITÉ EN ÉVALUATION DANS LE PARADIGME CENTRÉ SUR L'APPRENTISSAGE. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: DEMYSTIFYING THE CONCEPT OF AUTHENTICITY IN EVALUATION IN THE LEARNING PARADIGM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22RAMOO%2C+LAKSHMEE%22">RAMOO, LAKSHMEE</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22DURAND%2C+MICHELINE-JOANNE%22">DURAND, MICHELINE-JOANNE</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22McGill+Journal+of+Education%22">McGill Journal of Education</searchLink>. Sep2026, Vol. 60 Issue 3, p188-201. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Authentic+learning%22">Authentic learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Evidence+synthesis%22">Evidence synthesis</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Philosophy%29%22">Constructivism (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+constructivism%22">Social constructivism</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (French) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=198105612 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 14 StartPage: 188 Subjects: – SubjectFull: Authentic learning Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Evidence synthesis Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Constructivism (Philosophy) Type: general – SubjectFull: Participation Type: general – SubjectFull: Social constructivism Type: general Titles: – TitleFull: DÉMYSTIFIER LE CONCEPT D'AUTHENTICITÉ EN ÉVALUATION DANS LE PARADIGME CENTRÉ SUR L'APPRENTISSAGE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: RAMOO, LAKSHMEE – PersonEntity: Name: NameFull: DURAND, MICHELINE-JOANNE IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00249033 Numbering: – Type: volume Value: 60 – Type: issue Value: 3 Titles: – TitleFull: McGill Journal of Education Type: main |
| ResultId | 1 |
