NéOPRÆVAL

The NéOPRÆVAL project aims to conceive a set of assessment tools in order to help teachers to manage the heterogeneity of learning process in the classroom. This multidisciplinary project addresses both the crucial issue of assessment and the development of various assessment tools. It also addresses the development of assessment software on an online platform that is widely used by teachers, as well as the use of this software in teaching practices. We rely on following research results: - Automatic diagnostic assessment Pepite (Grugeon-Allys, Pilet, Chenevotot & Delozanne 2012; Pilet 2012) in elementary algebra at the end of lower secondary school which is available on the online platform LaboMep; - Teaching practices (Robert & Rogalski 2002; Roditi 2011). The scientific program is organized around three tasks: 1. Gaining expertise in studying the validity of assessment tools and developing assessment tools First, we will analyse various assessment tools (standardized or not, external or internal) from educational, psychological as well as statistical point of view. We will then define the criteria for the validity of such tools, based on the scientific research of the outcomes of numerous external assessments undertaken during the last 30 years, and of the automatic diagnostic assessment Pepite, which was developed for algebraic computation at the end of lower secondary school. We will propose a new methodology to judge the quality of assessment tools and to help to improve them. 2. Using this expertise to expand existing assessments Our goal is to enhance the Pepite assessment. On the one hand, we will expand the automatic diagnosis in algebraic field to different levels of lower secondary school, taking into account the criteria of validity previously defined. On the other hand, we will generalize the design process of assessment tools to the new mathematical field of integer numbers (calculations and numerical problems) at the upper grades of elementary school. It will expand didactical and formal models to develop new prototypes of automatic diagnostic assessment that will enrich the offer on LaboMep platform. These prototypes will be accompanied by pedagogical resources in order to help teachers to regulate their teaching according to the students’ needs which are previously identified. 3. Analysing teachers’ classroom practices: teaching design and learning regulation Beyond analysing practices, this task aims to identify the main elements for organizing practices related to their socio-institutional and personal dimensions and identify changes in use of pedagogical resources dedicated to assessment and regulation. This project will develop: • A new methodology for analysing and improving assessments , • Resources for diagnostic automatic assessment and regulation, implemented on LaboMep platform, • An analysis of assessment practices and formulation of conditions to promote the professional development of teachers in the field of assessment.