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Observatoire interuniversitaire sur les pratiques innovantes d’évaluation des apprentissages



The compasses are self-observation and reflection tools for teachers at all levels of education. They make it possible to (1) analyze responses to a questionnaire and obtain a personalized portrait of practices; (2) demonstrate graphically where each person stands in relation to other respondents and the theoretical concepts on evaluation targeted by the compass ; (3) suggest a reading of learning assessment practices ; (4) provide avenues for diversifying assessment practices.


The vignettes are elements that one can develop to innovate in learning assessment. By clicking on one of them, you will be redirected to resources to guide you. These videos or articles in French and English have been identified by our team to support the reflection of teachers of all levels in education.

How-to sheets

Coming soon.

The how-to sheets are designed to complement your teaching practice. They are written by the members of our team and describe what we implement in our classes to innovate in learning assessment. The interest of these sheets lies in the plurality of modalities that they mobilize and in the range of actions that they offer.


The publications below are highlighted because one or more members of our team have contributed to them. You will find a comprehensive and more substantial bibliography under the Resources tab. Happy reading !

Lepage (2018). L'influence d'une e-évaluation dynamique sur l'engagement cognitif d'étudiants en contexte de grand groupe à l'université. Mémoire de maitrise en didactique, Université du Québec à Montréal link
Lepage, Leduc, Stockless (2018). Implémentation d’une e-évaluation dynamique en contexte de grand groupe à l’université. Québec:APOP
Leroux, Béland, Nizet, Deaudelin, Goulet (2016). Bilan de pratiques évaluatives des apprentissages à distance en contexte de formation universitaire. Revue internationale de pédagogie de l’enseignement supérieur, 32.
Laveault, Dionne, Lafontaine, Tessaro, Allal (2014). L’évaluation des compétences en salle de classe: régulations entre politiques et pratiques. In Dierendonck, Loarer, Rey (Ed.), L'évaluation des compétences en milieu scolaire et en milieu professionnel. (pp. 85-96). De Boeck Supérieur
Béland, Raîche, Magis (2012). A didactic presentation of Snijders’s lz* index of person fit with emphasis on response model selection and ability estimation. Journal of Educational and Behavioral statistics, 37 (1), 57-81.
Leduc, Riopel, Raîche, Blais (2011). L’influence des définitions des habiletés disciplinaires sur la création et le choix d’items dans le PISA et le TEIMS. Mesure et évaluation en éducation, 34 (1), 97-129.
Dionne, Laurier (2010). Expérimentation d'un modèle d'évaluation certificative dans un contexte d'enseignement scientifique. Canadian Journal of Education, 33 (1), 83.
Béland, Magis, Tuerlinckx, De Boeck (2010). A general framework and an R package for the detection of dichotomous differential item functioning. Behavior Research Methods, 42 (3), 847-862.
Bélair, Dionne (2009). Évaluation des apprentissages dans le contexte québécois: entre décisions politiques et pratiques en salle de classe. Mesure et évaluation en éducation, 32 (3), 77-100.


We are happy to invite you to complete this questionnaire on evaluation practices in higher education.


This study aims to document the evaluation practices of learning employed by college and university teachers, in order to improve their quality over the long-term.

We would like to thank you in advance for your participation in the study,

The OPIEVA team