OPIEVA uses cookies to ensure that we give you the best experience on our website. You can deactivate usage of cookies by changing the settings of your browser. By continuing to navigate on our website without changing your settings, you agree to our use of cookies.

I accept

RESOURCES

Journals

  1. Mesure et Ć©valuation en Ć©ducation
  2. Revue des sciences de l'Ʃducation - FondƩe en 1975, la Revue des sciences de l'Ʃducation a pour but la diffusion des rƩsultats de la recherche en Ʃducation. Cette revue francophone universitaire arbitrƩe est publiƩe Ʃlectroniquement et sur papier.

List of references

Year keyboard_arrow_downkeyboard_arrow_up Author keyboard_arrow_downkeyboard_arrow_up
Joubel (2022). ScƩnario de branchement. H5P.org
CPASA (2022). Ɖvaluation par concordance. MontrĆ©al:FacultĆ© de MĆ©decine
The EGG (2022). Enseigner par le jeu ā€“ Un livre de recettes. Open Library Pressbooks
Centre de pĆ©dagogie universitaire (2022). Analyse des donnĆ©es dā€™apprentissage. UniversitĆ© de MontrĆ©al
Service Ơ la vie Ʃtudiante (2022). Trousse d'aide Ơ la rƩussite.
Service Ć  la vie Ć©tudiante (2022). Ressources psychologiques et autres. UQAM
Passeport SantƩ (2022). MƩditer et bien plus. Balados.
Relief (2022). AnxiƩtƩ.
Korsa (2022). Korsa.
Headspace (2022). Headspace.
Petit bambou (2022). Petit bambou.
RespiRelax (2022). RespiRelax.
RespiroguidePro (2022). RespiroguidePro.
(2022). ThĆØsez-vous.
Service de soutien Ć  l'apprentissage (2022). Gestion du stress en contexte dā€™examen. Services Ć  la vie Ć©tudiante
Centre de recherche de l'IUSM de MontrƩal (2022). i-SMART. Centre Axel de l'UniversitƩ de MontrƩal
(2021). Entrevue enseignante ā€“ rĆ©troaction. RĆ©cit Commission scolaire des Appalaches
Cantin, Cormier, Brousseau, Bissou, Baaziz (2021). Guide pour la prĆ©paration et la tenue dā€™un examen oral Ć  distance. CEEA-ACEG link
Adiran Kƶnig, Savoldelli (2021). DĆ©fis dā€™un examen oral de spĆ©cialitĆ© menĆ© Ć  distance. Bulletin de mĆ©decins suisses link
RhĆ©aume (2021). Le suivi des Ć©tudiants lors dā€™activitĆ©s asynchrones. Profweb.
MacNeil (2021). Ɖvaluations en 2 Ć©tapes : enseigner tout en Ć©valuant. Profweb.
Centre de services scolaire de Laval (2021). Le portfolio numĆ©rique ā€“ en constante Ć©volution. Laval:Trousse numĆ©rique CSS
SĆ©nĆ©chal (2021). Ɖvaluer les Ć©tudiants comme dans un jeu vidĆ©o. The Conversation.
Holden, Norris, Kuhlmer (2021). Academic Integrity in Online Assessment?: A Research Review. Frontiers in Education.
Masson (2021). Activer son hippocampe pour mieux apprendre.
Masson (2021). Sā€™entrainer Ć  rĆ©cupĆ©rer en mĆ©moire : est-ce vraiment efficace?
Masson (2021). SynthĆØse du principe dā€™activation rĆ©pĆ©tĆ©e.
Swanton (2021). Teaching with LEGO: using plastic bricks to encourage play and interaction in class. Times Higher Education.
GĆ©rin-Lajoie (2020). La correction et la rĆ©troaction numĆ©riques. Jā€™enseigne Ć  distance. UniversitĆ© TELUQ
Lison (2020). La prĆ©sentation orale en contexte de formation Ć  distance?: Ć©valuer un Pecha Kucha. Ɖvaluer. Journal International de recherche en Ć©ducation et formation, 1, 173-180. link
Colognesi, Dumais (2020). Lā€™exposĆ© oral enregistrĆ© par les Ć©tudiants comme alternative Ć  lā€™exposĆ© oral en prĆ©sentiel. Quels bĆ©nĆ©fices et points dā€™attention ? Ɖvaluer. Journal International de recherche en Ć©ducation et formation, 1, 67-76. link
Roberge (2020). Quā€™est-ce qui vous a amenĆ© Ć  faire de la correction et de la rĆ©troaction audio Ć  vos Ć©tudiants? UniversitĆ© TELUQ
GĆ©rin-Lajoie (2020). La correction et la rĆ©troaction vidĆ©o. UniversitĆ© TƉLUQ
BƩlec, Richard (2020). La rƩtroaction multitype. Quand corriger devient une occasion de dƩveloppement professionnel. PƩdagogie collƩgiale, 34 (1), 5-12.
Lison (2020). La prĆ©sentation orale en contexte de formation Ć  distance : Ć©valuer un Pecha Kucha. Ɖvaluer. Journal International de recherche en Ć©ducation et formation, 1, 173-180. link
Colognesi, Dumais (2020). Lā€™exposĆ© oral enregistrĆ© par les Ć©tudiants comme alternative Ć  lā€™exposĆ© oral en prĆ©sentiel. Quels bĆ©nĆ©fices et points dā€™attention? (pp. 67-76). Ɖvaluer. Journal International de recherche en Ć©ducation et formation. link
Saunders-Smits (2020). How-to-Guide : Remote Oral Exams. TU Delft link
(2020). Aux cĆ“tĆ©s dā€™un professeur pendant un examen oral Ć  distance. RTBF link
Cormier, Turcotte, Arsenault-Hubert, Voisard (2020). Lā€™entrevue individuelle. Profweb. Profweb link
Durand (2020). PrĆ©sentation dā€™une modalitĆ© dā€™Ć©valuation inclusive en prĆ©sentiel ou en ligne : une tĆ¢che complexe et authentique selon les principes de la CUA. GRIEMEtic link
De Broeck, Hausman (2020). Le potentiel des cartes mentales pour Ć©valuer en temps de pandĆ©mie. Ɖvaluer. Journal International de recherche en Ć©ducation et formation, 1, 85-96. link
(2020). 1001 maniĆØres dā€™Ć©valuer Ć  distance. Atelier du formateur link
Duroisin (2020). Le podcasting collaboratif, un outil pour lā€™Ć©valuation formative Ć  distance. Ɖvaluer. Journal International de recherche en Ć©ducation et formation, 1, 121-130.
Farah (2020). Comment crƩer une classe Ơ votre rythme. Cult of Pedagogy
Gokool Baurhoo (2020). Des examens Ć  distance en Ć©quipe pour une Ć©valuation inclusive, intĆØgre et juste. Profweb.
(2020). ActivitĆ© de gestion dā€™une formation par concordance. MontrĆ©al:UniversitĆ© de MontrĆ©al
Jacamon (2020). Les badges numĆ©riques : une Ć©valuation alternative pour accompagner lā€™enseignement Ć  distance. Versailles:AcadĆ©mie de Versailles
OQRE (2020). Tirer profit des tests adaptatifs par ordinateur en plusieurs Ć©tapes pour les Ć©valuations Ć  grande Ć©chelle. Toronto:Gouvernement de l'Ontario
(2020). Utilisation des tests adaptatifs dans lā€™Ć©valuation numĆ©rique pour soutenir lā€™apprentissage. TAO Testing.
CEM (2020). 5 reasons to use adaptative tests. Cambridge:Cambridge University Press & Assessment
Educause Review (2020). The Ethical Issues Around Learning Analytics.
Van Drom (2020). Tripetto: Formulaires et sondages conversationnels dont les Ʃtudiants sont les hƩros. Profweb. link
(2020). Role of AR and VR in Learning and Assessment. Eon Reality.
DeschĆŖnes, Parent (2020). Lā€™analyse de donnĆ©es dā€™apprentissage pour soutenir les interventions pĆ©dagogiques. QuĆ©bec:Livre en ligne du CRIRES
Miller (2020). What is Learning Analytics & How Can it Be Used? Northeastern University's Graduate Programs Blog.
SALTISE/S4 (2020). myDALITE.
Centre de services scolaires de lā€™Ć©nergie (2020). La gestion du stress lors des situations dā€™Ć©valuation (SƉ) Shawinigan:
Lupien (2020). Par amour du stress. MontrĆ©al:Ɖditions Va Savoir
Cormier, Turcotte, Arsenault-Hubert, Voisard (2020). Lā€™entrevue individuelle comme mĆ©thode dā€™Ć©valuation novatrice. Profweb.
Dumbaugh (2020). Revitalizing classes through oral exams. Inside Higher Ed..
Rodet (2019). La rĆ©troaction, support dā€™apprentissage? Revue du Conseil quĆ©bĆ©cois de la formation Ć  distance. link
DeschĆŖnes, DubĆ© (2019). Ɖlaboration dā€™une autoĆ©valuation par concordance de jugement professionnel des enseignants. MontrĆ©al:CĆ©gep Marie-Victorin, CollĆØge de Bois-de-Boulogne, CollĆØge de Maisonneuve (Ć©diteurs)
Petit, BĆ©lisle (2019). DĆ©marche dā€™implantation du portfolio numĆ©rique en enseignement supĆ©rieur : le cas de deux programmes de formation Ć  lā€™enseignement. Revue internationale des technologies en pĆ©dagogie universitaire, 15 (3), 52-67.
Virginia Department of Education (2019). A Guide to Computer Adaptative Testing.
Arpin (2019). Le jeu sĆ©rieux pour former les enseignants Ć  lā€™Ć©valuation. Profweb.
Kessassi, Dupuy, Gabory (2019). CrĆ©ation dā€™un Escape Game Ć  objectif dā€™apprentissage de lā€™informatique. UniversitĆ© de Lorraine:Institut des sciences du digital
RhƩaume (2019). H5P : un outil pour ludifier les apprentissages. Profweb.
Hill (2019). How to create a brilliant branching scenario.
Barana, Conte, Fissore, Marchisio, Rabellino (2019). Learning analytics to improve formative assessment strategies. Journal of e-Learning and Knowledge Society, 15 (3).
Alang (2019). Lā€™attrait de lā€™analyse de lā€™apprentissage. Affaires universitaires.
Rondeau, GrĆ©goire, Morin, Hontoy (2019). Lā€™approche dā€™acceptation et dā€™engagement : quels bĆ©nĆ©fices les Ć©tudiants universitaires en retirent-ils? Revue canadienne de l'Ć©ducation, 42 (1), 1-29.
Mercier-Brunet (2019). Les feedbacks des enseignants pour soutenir les processus dā€™autorĆ©gulation lors de corrections collectives. Ɖvaluer. Journal International de recherche en Ć©ducation et formation, 5 (2), 47-64.
Fontaine, Savoie-Zajc, Cadieux (2018). Ɖvaluer les apprentissages : dĆ©marche et outils dā€™Ć©valuation pour le primaire et le secondaire. Anjou, QuĆ©bec:Les Ɖditions CEC
Roy, Michaud (2018). Lā€™autoĆ©valuation et lā€™Ć©valuation par les pairs en enseignement supĆ©rieur : promesses et dĆ©fis. Formation et profession, 26 (2), 54-65. link
Fontaine, Savoie-Zajc, Cadieux (2018). Les communautĆ©s dā€™apprentissage professionnelles, chapitre 10. In Fontaine, Savoie-Zajc, Cadieux (Ed.), Ɖvaluer les apprentissages : dĆ©marches et outils dā€™Ć©valuation pour le primaire et le secondaire. Anjou, QuĆ©bec:Les Ɖditions CEC
Conseil supĆ©rieur de lā€™Ć©ducation (2018). Ɖvaluer pour que Ƨa compte vraiment, Rapport sur lā€™Ć©tat et les besoins de lā€™Ć©ducation 2016-2018. QuĆ©bec:QuĆ©bec
Wiggins (2018). 27 Characteristics Of Authentic Assessment. Teachthought. link
Lepage, Leduc, Stockless (2018). ImplĆ©mentation dā€™une e-Ć©valuation dynamique en contexte de grand groupe Ć  lā€™universitĆ©. APOP link
Lepage (2018). L'influence d'une e-Ʃvaluation dynamique sur l'engagement cognitif d'Ʃtudiants en contexte de grand groupe Ơ l'universitƩ. MƩmoire de maitrise en didactique, UniversitƩ du QuƩbec Ơ MontrƩal link
Fall, Duplan (2018). Grille dā€™Ć©valuation des podcasts. GenĆØve:UniGe
Huot (2018). Le tableau de bord : un outil pour visualiser lā€™Ć©volution des apprentissages des Ć©tudiants. PĆ©dagogie universitaire, 7 (4).
(2018). Le portfolio numĆ©rique. MontrĆ©al:CollĆØge Sainte-Anne
Petit, Monney, Gremion (2018). Le portfolio numƩrique en enseignement supƩrieur : Introduction Ơ un numƩro spƩcial de la RCACES. The Canadian Journal for Scholarship of Teaching and Learning, 9 (3).
Lepage, Leduc, Stockless (2018). ImplĆ©mentation dā€™une e-Ć©valuation dynamique en contexte de grand groupe Ć  lā€™universitĆ©. QuĆ©bec:APOP
Allcoat, Von MĆ¼hlemen (2018). Learning in virtual reality : Effects on performance, emotion and engagement. Research in Learning Technology.
Hand (2018). Biometrics In Schools: 4 Ways Biometric Data Can Be Used To Enhance Learning. eLearning Industry. eLearning Industry
OEITM (2018). Augmented Reality and Virtual Reality. Edu Trends Report.
Hand (2018). Guest Post ā€“ The Ethics of Big Data Collection in K-12 Schools. The Ed Tech Round Up.
(2018). FOVƉA et lā€™analyse des apprentissages. CAPRES
Huot (2018). Le tableau de bord : un outil pour visualiser lā€™Ć©volution des apprentissages des Ć©tudiants. PĆ©dagogie universitaire, 7 (4).
Centre de transfert pour la rĆ©ussite Ć©ducative du (2018). Lā€™utilisation des donnĆ©es au service de lā€™apprentissage. DeuxiĆØme dossier.
Polytechnique (2018). Question dā€™examen. Cā€™est Ƨa que tu devrais savoir!
Polytechnique (2018). Vignettes de pƩdagogie active.
Detroz, Crahay, Fagnant (2017). L'Ć©valuation Ć  la lumiĆØre des contextes et des disciplines. Louvain-la-Neuve:De Boeck SupĆ©rieur
Saint-Jean, Lafranchise, Lepage, Lafortune (2017). Regards croisĆ©s sur la rĆ©troaction et le dĆ©briefing. Accompagner, former et professionnaliser. QuĆ©bec, QuĆ©bec:Presses de lā€™UniversitĆ© du QuĆ©bec.
Turgeon, Dupont (2017). Correction, rƩtroaction, Ʃvaluation : pratiques inspirantes et outils sympaTIC. Profweb. link
Renard (2017). Stimulate your students with these 10 creative self assessment ideas. Bookwidgets Teacher Blog. link
Hyewon (2017). Collaborative exams : Cheating Or learning. American Journal of Physics, 85 (3).
Cabot (2017). Application et Ʃvaluation du feedback audiovidƩo personnalisƩ. (pp. 154). Saint-Jean-sur-Richelieu:CƩgep Saint-Jean-sur-Richelieu
Facchin (2017). La rƩtroaction traditionnelle ou technologique? Impact du moyen de diffusion de la rƩtroaction sur la persƩvƩrance et la rƩussite scolaires. Rapport de recherche PAREA. MontrƩal:CƩgep Ơ distance
Turgeon, Dupont (2017). Des outils dā€™Ć©valuation sympaTIC pour offrir une rĆ©troaction audio ou vidĆ©o. Profweb.
Robert (2017). Transformer une portion dā€™un cours rĆ©gulier en cours en ligne. Profweb.
Ravet (2017). RĆ©flexions sur la genĆØse des Open Badges. Distances et MĆ©diatisations des Savoirs. OpenEdition Journals, 20.
OEITM (2017). Adaptative Learning and Testing ā€“ Definition. EduMedia
OEITM (2017). Adaptative Learning and Testing ā€“ Professorā€™s role. EduMedia
OEITM (2017). Adaptative Learning and Testing ā€“ Recommendations. EduMedia
Lang, Siemens, Wise, Gasevic (2017). Handbook of Learning Analytics. Solar
DeschĆŖnes, Parent (2017). Lā€™analyse des donnĆ©es au service de lā€™apprentissage. Ɖcole branchĆ©e.
Roberge (2017). Comment aider les Ć©tudiants Ć  ĆŖtre plus conscients de la faƧon dont ils apprennent? QuĆ©bec:Centre de transfert pour la rĆ©ussite Ć©ducative au QuĆ©bec. RĆ©seau d'information pour la rĆ©ussite Ć©ducative
Daele (2017). Les TRC ou Techniques de RĆ©troaction en Classe. PĆ©dagogie universitaire ā€” Enseigner et Apprendre en Enseignement SupĆ©rieur.
Farrell, Rushby (2016). Assessment and learning technologies: An overview. British Journal of Educational Technology, 47 (1), 106-120.
Leroux, BĆ©land, Nizet, Deaudelin, Goulet (2016). Bilan de pratiques Ć©valuatives des apprentissages Ć  distance en contexte de formation universitaire. Revue internationale de pĆ©dagogie de lā€™enseignement supĆ©rieur, 32.
BƩlec (2016). La rƩtroaction multitype. PƩdagogie collƩgiale, 29 (2).
Pageau (2016). La rĆ©troaction [Dossier thĆ©matique] RĆ©seau dā€™information pour la rĆ©ussite Ć©ducative (RIRE). link
Martin, LefranƧois, Guichard, Tapp, Arsenault (2016). Processus de coconstruction dā€™une grille critĆ©riĆ©e pour lā€™Ć©valuation de productions Ć©crites complexes Ć  lā€™universitĆ©. Revue Internationale de PĆ©dagogie de lā€™Enseignement SupĆ©rieur, 32 (2). link
Dinsmore, Alexander (2016). A multidimensional investigation of deep-level and surface-level processing. The Journal of Experimental Education, 84 (2), 213-244.
Charlin (2016). DĆ©velopper les compĆ©tences pour prĆ©parer Ć  la complexitĆ© des pratiques professionnelles. Bruxelles:5e CongrĆØs international francophone de pĆ©dagogie des sciences de la santĆ©
Garon-L'Ɖpaule (2016). Badges ouvertes pour les compĆ©tences et acquis numĆ©riques. MontrĆ©al:UniversitĆ© du QuĆ©bec Ć  MontrĆ©al
Vie (2016). ModĆØles de tests adaptatifs pour le diagnostic de connaissances dans un cadre dā€™apprentissage Ć  grande Ć©chelle. Paris:U. Paris-Saclay, EDSTIC.
Martin, Ndoye (2016). Using Learning Analytics to Assess Student Learning in Online Courses. Journal of University Teaching & Learning Practice, 13 (3).
Alonso-DĆ­az, Yuste-Tosina (2015). Constructing a grounded theory of e-learning assessment. Journal of Educational Computing Research, 53 (3), 315-344.
Bevitt (2015). Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education, 40 (1), 103-119.
Holmes (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40 (1), 1-14.
Jiao (2015). Enhancing studentsā€™ engagement in learning through a formative e-assessment tool that motivates students to take action on feedback. Australasian Journal of Engineering Education, 20 (1), 9-18.
Leroux, Lakhal, Martel (2015). Lā€™intĆ©gration des technologies de lā€™information et de la communication Ć  lā€™Ć©valuation des apprentissages. In Leroux (Ed.), Ɖvaluer les compĆ©tences au collĆ©gial et Ć  lā€™universitĆ© : un guide pratique. (pp. 541-576). CheneliĆØre Ɖducation/AQPC
Lafuente Martƭnez, Ɓlvarez Valdivia, Remesal Ortiz (2015). Making learning more visible through e-assessment: implications for feedback. Journal of Computing in Higher Education, 27 (1), 10-27.
Scallon (2015). Des savoirs aux compĆ©tences : Explorations en Ć©valuation des apprentissages. MontrĆ©al:Ɖditions du Renouveau PĆ©dagogique
Sinatra, Heddy, Lombardi (2015). The challenges of defining and measuring student engagement. Educational Psychologist, 50 (1), 1-13.
Timmis, Broadfoot, Sutherland, Oldfield (2015). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42 (3), 454-476.
Leroux (2015). Ɖvaluer les compĆ©tences au collĆ©gial et Ć  l'universitĆ©: un guide pratique. MontrĆ©al:CheneliĆØre Ɖducation/AQPC
Turgeon, Facchin (2015). RĆ©troaction, rĆ©ussite et persĆ©vĆ©rance : rĆ©sultats dā€™une Ć©tude et partage de bonnes pratiques. Profweb. link
Landry, Shoshanah, Newton (2015). Effective Use of Peer Assessment in a Graduate Level Writing Assignment: A Case Study. International Journal of Higher Education. link
GĆ©rard (2015). Lā€™alignement pĆ©dagogique : un concept clĆ© en pĆ©dagogie universitaire. CoopĆ©ration universitaire. link
Leroux, HĆ©bert, Paquin (2015). Concevoir des tĆ¢ches dā€™Ć©valuation en situation authentique. In Leroux (Ed.), Ɖvaluer les compĆ©tences au collĆ©gial et Ć  lā€™universitĆ© : un guide pratique. MontrĆ©al, Canada:CheneliĆØre Ɖducation/AQPC
Leroux, BĆ©lair (2015). Exercer son jugement professionnel en enseignement supĆ©rieur. In Leroux (Ed.), Ɖvaluer les compĆ©tences au collĆ©gial et Ć  lā€™universitĆ©: un guide pratique. (pp. 67-107). MontrĆ©al:CheneliĆØre Ɖducation/AQPC
Greene (2015). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 50 (1), 14-30.
Azevedo (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50 (1), 84-94.
Henderson, Phillips (2015). Video-based feedback on student assessment: scarily personal. Australasian Journal of Educational Technology, 31 (1), 51-66.
TLSS/SAEA (2015). Ɖvaluer lā€™apprentissage des Ć©tudiants et Ć©tudiantes. Ottawa:UniversitĆ© dā€™Ottawa
Ringuet, Parent (2015). Portfolio numƩrique. Profweb.
Garon-L'Ɖpaule (2015). Lā€™usage des badges numĆ©riques dans les diffĆ©rentes sphĆØres de la sociĆ©tĆ©. MontrĆ©al:UniversitĆ© du QuĆ©bec Ć  MontrĆ©al
Leclerc (2015). Lā€™Ć©valuation : un Ć©lĆ©ment crucial du processus dā€™apprentissage. Centre de transfert pour la rĆ©ussite Ć©ducative du QuĆ©bec
Villagi, Provencher, Meunier, Radziszewski, Hudon, Roberge, Provencher, Houle (2015). Self-management strategies in recovery from mood and anxiety disorders. Global Qualitative Nursing.
Villagi, Provencher, Coulombe, Meunier, Radziszewski, Hudon, Roberge, Provencher, Houle (2015). Self-management strategies in recovery from mood and anxiety disorders. Global Qualitative Nursing Research.
Buckley (2015). Conceptualising plagiarism: using Lego to construct studentā€™s understanding of authorship and citation. Teaching in Higher Education, 20 (3), 352-358.
Garcia, Garcƭa-Ɓlvarez, Moreno (2014). Analysis of assessment opportunities of learning spaces: On-line versus face to face methodologies. Computers in Human Behavior, 30, 372-377.
Hornsby, Osman (2014). Massification in higher education: large classes and student learning. Higher Education, 67 (6), 711-719.
Lameul, Loisy (2014). La pƩdagogie universitaire Ơ l'heure du numƩrique : questionnement et Ʃclairage de la recherche. Louvain-la-Neuve:De Boeck SupƩrieur
Lamine, Petit (2014). Chapitre 7. Les boĆ®tiers de rĆ©ponse pour un apprentissage interactif en amphithĆ©Ć¢tre. Une expĆ©rience dā€™accompagnement et dā€™Ć©valuation par la recherche. In Lameul, Loisy (Ed.), La pĆ©dagogie universitaire Ć  l'heure du numĆ©rique : Questionnement et Ć©clairage de la recherche. (pp. 127-145). Louvain-la-Neuve:De Boeck SupĆ©rieur
Laveault, Dionne, Lafontaine, Tessaro, Allal (2014). Lā€™Ć©valuation des compĆ©tences en salle de classe: rĆ©gulations entre politiques et pratiques. In Dierendonck, Loarer, Rey (Ed.), L'Ć©valuation des compĆ©tences en milieu scolaire et en milieu professionnel. (pp. 85-96). De Boeck SupĆ©rieur
Leroux (2014). Ɖvaluer pour faire apprendre. In MĆ©nard, St-Pierre (Ed.), Se former Ć  la pĆ©dagogie de lā€™enseignement supĆ©rieur. (pp. 333-354). MontrĆ©al:Association QuĆ©bĆ©coise de PĆ©dagogie CollĆ©giale
BĆ©dard, Lison, Beaucher, Trudelle (2014). De lā€™innovation Ć  un modĆØle de dynamique innovationnelle en enseignement supĆ©rieur. Revue Internationale de PĆ©dagogie En Enseignement SupĆ©rieur (RIPES), 30 (1).
Lison, Jutras (2014). Innover Ć  lā€™universitĆ© : penser les situations dā€™enseignement pour soutenir lā€™apprentissage. Revue Internationale de PĆ©dagogie En Enseignement SupĆ©rieur (RIPES), 1, 1-7.
Maringe, Sing (2014). Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. Higher Education, 67 (6), 761-782.
Poumay (2014). Lā€™innovation pĆ©dagogique dans le contexte de lā€™enseignement supĆ©rieur. In Lameul, Loisy (Ed.), La pĆ©dagogie universitaire Ć  lā€™heure du numĆ©rique. (pp. 69-81). Bruxelles:De Boeck
Prosser, Trigwell (2014). Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education, 67 (6), 783-795.
Rey, Feyfant (2014). Ɖvaluer Pour (Mieux) Former. Dossier de Veille de lā€™IFƉ, 94, 1-44.
Sharples, Adams, Ferguson, Gaved, McAndrew, Rienties, Weller, Whitelock (2014). Innovating Pedagogy 2014: Open University Innovation Report 3. Milton Keynes : The Open University
Svinicki, McKeachie (2014). McKeachieā€™s Teaching Tips : Strategies, Research, and Theory for College and University Teachers. Boston, MA:Houghton Mifflin
Wang (2014). Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers and Education, 73, 189-203.
Figari, Remaud (2014). MĆ©thodologie dā€™Ć©valuation en Ć©ducation et formation ou l'enquĆŖte Ć©valuative. Bruxelles:De Boeck supĆ©rieur
Ringuet, Parent (2014). Portfolio numƩrique. Profweb. link
Dumais, Messier, Viola, Meunier (2014). Des grilles dā€™autoĆ©valuation et de coĆ©valuation pour amĆ©liorer la compĆ©tence orale. QuĆ©bec franƧais, 170, 64-68. link
Poumay (2014). Six leviers pour amĆ©liorer lā€™apprentissage des Ć©tudiants du supĆ©rieur. Revue internationale de pĆ©dagogie de lā€™enseignement supĆ©rieur, 30 (1). link
CĆ“tĆ© (2014). Construire des grilles dā€™Ć©valuation descriptives au collĆ©gial. Guide dā€™Ć©laboration et exemples de grilles. Presses de lā€™UniversitĆ© du QuĆ©bec
Rieger, Heiner (2014). Examination that support collaborative learning: the studentā€™s perspective. Journal of Computer Science and Technology, 43 (4), 41-47. link
CUBC Media Relations (2014). Two-stage exams. 2:12 minutes. YouTube: link
Wieman (2014). Two-Stage Exams. Carl Wieman Science Education Initiative link
Gilley, Clarkston (2014). Collaborative Testing : Evidence of Learning in a Controlled In-Class Study of Undergraduate Students. Journal of College Science Technology, 43 (3), 83-91. link
Biggs (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
TLSS/SAEA (2014). Ɖvaluer lā€™apprentissage des Ć©tudiants et Ć©tudiantes. Ottawa:U. d'Ottawa link
Hill (2014). Assessment for the Millenium Generation. Assessing Online Learning: Strategies, Challenges and Opportunities. (pp. 17-18). Magna Publications
Rieger, Heiner (2014). Examinations That Support Collaborative Learning : The Studentsā€™ Perspective. Journal of College Science Teaching, 43 (4), 41-47.
Service de soutien Ơ la formation (2014). Le portfolio numƩrique. Face et Pile.
OEITM (2014). Adaptative Learning & Testing. Edu Trends Report.
Lauzon (2014). Je rƩflƩchis Ơ ce que je fais : stratƩgies pour dƩvelopper ses compƩtences mƩtacognitives. TA@l'Ʃcole
Rieger, Heiner (2014). Examinations that support collaborative learning: The studentsā€™ perspective. (pp. 41-47).
Allal (2013). Ɖvaluation: Un pont entre enseignement et apprentissage Ć  lā€™universitĆ©. In Romainville, GoasdouĆ©, Vantourout (Ed.), Ɖvaluation et enseignement supĆ©rieur. (pp. 19-40). Bruxelles:De Boeck
Romainville, GoasdouĆ©, Vantourout (2013). Ɖvaluation et enseignement supĆ©rieur. Bruxelles:De Boeck
Brown, Bull, Pendlebury (2013). Assessing student learning in higher education. New York:Routledge
Boud, Moloy (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38 (6), 1-15.
Beetham, Sharpe (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. New York:Routledge
Fullan, Langworthy (2013). Towards a new end : New pedagogies for deep learning. Collaborative Impact. link
Glazer (2013). Formative plus Summative Assessment in Large Undergraduate Courses : Why Both? International Journal of Teaching and Learning in Higher Education, 26 (2), 276-286.
Kahu (2013). Framing student engagement in higher education. Studies in Higher Education, 38 (5), 758-773.
Llamas-Nistal, FernƔndez-Iglesias, GonzƔlez-Tato, Mikic-Fonte (2013). Blended e-assessment: Migrating classical exams to the digital world. Computers and Education, 62, 72-87.
Osbourne, Dunne, Farrand (2013). Integrating technologies into ā€œauthenticā€ assessment design: An affordances approach. Research in Learning Technology, 21.
Redecker, Johannessen (2013). Changing Assessment--Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48 (1), 79-96.
Sambell (2013). Engaging students through assessment. In Dunne, Owen (Ed.), The student engagement handbook: Practice in higher education. (pp. 379-396). UK:Emerald Group Publishing
Van Gaal, De Ridder (2013). The impact of assessment tasks on subsequent examination performance. Active Learning in Higher Education, 14, 213-225.
Varsavsky, Rayner (2013). Strategies that challenge: Exploring the use of differentiated assessment to challenge high-achieving students in large enrolment undergraduate cohorts. Assessment & Evaluation in Higher Education, 38 (7), 789-802.
Fontaine, Savoie-Zajc, Cadieux (2013). Lā€™impact des CAP sur le dĆ©veloppement de la compĆ©tence des enseignants en Ć©valuation des apprentissages. Ɖducation et francophonie, 41 (2), 10-34. link
Duval, PagĆ© (2013). La situation authentique : de la conception Ć  lā€™Ć©valuation. Une formule pĆ©dagogique pour toutes les disciplines. MontrĆ©al, Canada:Ɖditions CheneliĆØre/AQPC
Peretti, Boniface, Legrand (2013). EncyclopĆ©die de lā€™Ć©valuation en formation et en Ć©ducation : guide pratique. Paris, France:ESF Ɖditeur
Collin, Karsenti, Komis (2013). Reflective practice in initial teacher training: critiques and perspectives. Reflective Practice: International and Multidisciplinary Perspectives, 14 (1), 104-117.
Broadfoot, Timmis, Payton, Oldfield, Sutherland (2013). Learning analytics and technology enhanced assessment (TEA) University of Bristol
Morissette (2013). Des modes dā€™interaction au cœur de la mise en œuvre dā€™une Ć©valuation formative non instrumentĆ©e. Nouveaux cahiers de la recherche en Ć©ducation, 16 (2), 88-111.
Mottier Lopez (2013). Ɖvaluation-rĆ©gulation interactive : Ć©tude des structures de participation guidĆ©e entre enseignant et Ć©lĆØves dans le problĆØme mathĆ©matique Ā«Enclos de la chĆØvreĀ». Mesure et Ć©valuation en Ć©ducation, 38 (1), 89-120.
Christenson, Reschly, Wylie (2012). Handbook of research on student engagement.
Dinsmore, Alexander (2012). A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification. Educational Psychology Review, 24 (4), 499-567.
Endrizzi (2012). Les technologies numĆ©riques dans lā€™enseignement supĆ©rieur, entre dĆ©fis et opportunitĆ©s. Dossier dā€™actualitĆ© veille et analyses IFƉ, 78, 1-30.
Frost, de Pont, Brailsford (2012). Expanding assessment methods and moments in history. Assessment & Evaluation in Higher Education, 37 (3), 293-304.
Gosselin (2012). How to create a more inclusive learning strategy in large upper-year undergraduate courses: The use of differentiated evaluation. Psychology Learning and Teaching, 11 (2), 238-244.
Hattie (2012). Visible learning for teachers: Maximizing impact on learning. New York:Routeledge
Jordan (2012). Student engagement with assessment and feedback: Some lessons from short-answer free-text e-assessment questions. Computers and Education, 58 (2), 818-834.
BĆ©land, RaĆ®che, Magis (2012). A didactic presentation of Snijdersā€™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.
Roegiers (2012). Quelles rĆ©formes pĆ©dagogiques pour lā€™enseignement supĆ©rieur? Bruxelles:De Boeck
Sambell, McDowell, Montgomery (2012). Assessment for learning in higher education. New York:Routeledge
Stƶdberg (2012). A research review of e-assessment. Assessment & Evaluation in Higher Education, 37 (5), 591-604.
Sutherland, Markauskaite (2012). Examining the role of authenticity in supporting the development of professional identity: An example from teacher education. Higher Education, 64 (6), 747-766.
Winstone, Millward (2012). Reframing Perceptions of the Lecture from Challenges to Opportunities: Embedding Active Learning and Formative Assessment into the Teaching of Large Classes. Psychology Teaching Review, 18 (2), 31-41.
Zimmerman, Labuhn (2012). Self-regulation of learning : Process approaches to personal development. In Sinatra, Graham, Urdan, McCormick, Sweller (Ed.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. (pp. 399-425). Washington, DC:American Psychological Association
Brassard (2012). Ɖvaluation et rĆ©troactionĀ : comment en tirer profit? Le Tableau, 1 (4).
Duquette (2012). Lā€™autoscopie : pourquoi? Profweb. link
SDPI (2012). Sur quoi repose une Ʃvaluation authentique? Sainte-Foy, QuƩbec:CƩgep de Sainte-Foy link
Vial (2012). Se repĆ©rer dans les modĆØles de lā€™Ć©valuation. MĆ©thodes ā€“ Dispositifs ā€“ Outils. Louvain-la-Neuve:De Boeck SupĆ©rieur
Durand, Chouinard (2012). Lā€™Ć©valuation des apprentissages : De la planification de la dĆ©marche Ć  la communication des rĆ©sultats. MontrĆ©al:Marcel Didier Inc.
Fredricks, McColskey (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Christenson, Reschly, Wylie (Ed.), Handbook of research on student engagement. (pp. 763-782). Boston, MA:Springer
Kaziewicz (2012). Podcasting in the Classroom. Academic Technology
Simons (2012). Biosensors to monitor U.S. studentā€™s attentiveness. Reuters
Duquette (2012). Lā€™autoscopie : pourquoi? Profweb.
Biggs, Tang (2011). Teaching for quality learning at university: what the student does. London:Open University Press link
Albero (2011). Le couplage entre pĆ©dagogique et technologies Ć  lā€™universitĆ© : cultures dā€™action et paradigmes de recherche. Revue internationale des technologies en pĆ©dagogie universitaire, 8, 11-21.
Bliuc, Ellis, Goodyear, Piggot (2011). A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. Computers and Education, 56 (3), 856ā€“864.
Gikandi, Morrow, Davis (2011). Online Formative Assessment in Higher Education: A Review of the Literature. Computers and Education, 57 (4), 2333-2351.
Kerr (2011). Lā€™enseignement et lā€™apprentissage dans les classes nombreuses des universitĆ©s ontariennes : une Ć©tude exploratoire. Toronto:Conseil ontarien de la qualitĆ© de lā€™enseignement supĆ©rieur
Leduc, Riopel, RaĆ®che, Blais (2011). Lā€™influence des dĆ©finitions des habiletĆ©s disciplinaires sur la crĆ©ation et le choix dā€™items dans le PISA et le TEIMS. Mesure et Ć©valuation en Ć©ducation, 34 (1), 97-129.
Price, Carroll, Rust (2011). If I was going there I wouldnā€™t start from here: a critical commentary on current assessment practice. Assessment & Evaluation in Higher Education, 36 (4), 479-492.
Smiley, Anderson (2011). Measuring Studentsā€™ Cognitive Engagement on Assessment Tests: A Confirmatory Factor Analysis of the Short Form of the Cognitive Engagement Scale. Research and Practice in Assessment, 6, 17-28.
Wang (2011). Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. Computers and Education, 57 (2), 1801-1812.
CĆ“tĆ©, Tardif, Munn (2011). Ɖlaboration dā€™une grille dā€™Ć©valuation. Atelier pĆ©dagogique Ć  lā€™intention des enseignants universitaires.
Kozanitis (2011). Ɖvaluer des compĆ©tences en situation authentique. In PrĆ©gent, Bernard, Kozanitis (Ed.), Enseigner Ć  lā€™universitĆ© dans une approche par programme (chapitre 5) MontrĆ©al, Canada:Presses internationales Polytechnique
Howe (2011). Lā€™Ć©valuation dans le cadre de travaux d'Ć©quipe. Bulletin de la documentation collĆ©giale.
(2011). 2-Stage Assessments : Teach while you test. Saltise Webinar
Audet (2011). Chap. 2 Des pratiques et des modĆØles dā€™Ć©valuation. In (Ed.), Les cyberportfolios. Les pratiques et dĆ©fis de lā€™Ć©valuation en ligne. RĆ©seau d'enseignement francophone Ć  distance du Canada
Lebel (2011). Guide dā€™autosoins pour la gestion du stress. Fou de soi, pas fou du stress. (pp. 160). Institut universitaire Douglas
Lebel (2011). Guide dā€™autosoins pour la gestion du stress. Fou de soi, pas fou du stress. (pp. 160). Institut universitaire de santĆ© mentale Douglas
Thibault, PE-SPO (2011). AnxiĆ©tĆ© de performance. Service de psychologie et dā€™orientation de lā€™UniversitĆ© de Sherbrooke. (pp. 8). Sherbrooke:
Baeten, Kyndt, Struyven, Dochy (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5 (3), 243ā€“260.
Crisp (2010). Interactive E-assessment - Practical approaches to constructing more sophisticated online tasks. Journal of Learning Design, 3 (3), 1-10.
Dionne, Laurier (2010). ExpĆ©rimentation d'un modĆØle d'Ć©valuation certificative dans un contexte d'enseignement scientifique. Canadian Journal of Education, 33 (1), 83.
Kelly, Baxter, Anderson (2010). Engaging first-year students through online collaborative assessments. Journal of Computer Assisted Learning, 26 (6), 535-548.
BĆ©land, 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.
Mulryan-Kyne (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15 (2), 175-185.
Pachler, Daly, Mor, Mellar (2010). Formative e-assessment: Practitioner cases. Computers and Education, 54 (3), 715-721.
Beetham, Sharpe, De Freitas (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. New York:Routeledge
Boud, Dochy (2010). Assessment 2020: Seven propositions for assessment reform in higher education. (pp. 330-333). Sydney:Australian Learning and Teaching Council
Lavoir (2010). Une mĆ©thode dā€™Ć©valuation alliant rapiditĆ©, prĆ©cision et chaleur humaine. Profweb. link
Lebrun (2010). Comprendre lā€™apprentissage pour enseignerā€¦ Jā€™enseigne oui, mais apprennent-ils ? [Blog] s. l.:Blog de M@rcel link
Meseke, Nafziger, Meseke (2010). Student Attitudes, Satisfaction, and Learning in a Collaborative Testing Environment. The Journal of Chiropractic Education, 24 (1), 19-29. link
Wang (2010). Web based dynamic assessment : Taking assessment as teaching and learning strategy for improving studentsā€™ e-Learning effectiveness. Computers and Education, 54 (4), 1157-1166.
Brault-LabbĆ©, DubĆ© (2010). Engagement scolaire, bien-ĆŖtre personnel et autodĆ©termination chez des Ć©tudiants Ć  lā€™universitĆ©. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 42 (2), 80-92.
Bernet (2010). Engagement affectif, comportemental et cognitif des Ć©lĆØves du primaire dans un contexte pĆ©dagogique dā€™intĆ©gration des TIC. MontrĆ©al:UniversitĆ© de MontrĆ©al
Angus, Watson (2009). Does regular online testing enhance student learning in the numerical sciences ? Robust evidence from a large data set. British Journal of Educational Technology, 40 (2), 255ā€“272.
BĆ©lair, Dionne (2009). Ɖvaluation des apprentissages dans le contexte quĆ©bĆ©cois: entre dĆ©cisions politiques et pratiques en salle de classe. Mesure et Ć©valuation en Ć©ducation, 32 (3), 77-100.
BĆ©dard, BĆ©chard (2009). Innover dans lā€™enseignement supĆ©rieur. 1ĆØre ed., Paris:Presses Universitaires de France
Boyle, Hutchison (2009). Sophisticated tasks in e?assessment: what are they and what are their benefits? Assessment & Evaluation in Higher Education, 34 (3), 305-319.
Luxton-Reilly (2009). A systematic review of tools that support peer assessment. Computer Science Education, 19 (4), 209-232.
PrƩgent, Bernard, Kozanitis (2009). Enseigner dans une approche-programme. Presses Internationales Polytechnique
Wanous, Procter, Murshid (2009). Assessment for learning and skills development: the case of large classes. European Journal of Engineering Education, 34 (1), 77-85.
Daele (2009). Ɖvaluer ou ĆŖtre Ć©valuĆ©, telle est la question. PĆ©dagogie universitaire ā€” Enseigner et Apprendre en Enseignement SupĆ©rieur. link
CarrƩ, Fenouillet (2009). TraitƩ de psychologie de la motivation : ThƩories et pratiques. Paris:Dunod
LafreniĆØre, Vallerand, Carbonneau (2009). La thĆ©orie de lā€™autodĆ©termination et le modĆØle hiĆ©rarchique de la motivation intrinsĆØque et extrinsĆØque : perspectives intĆ©gratives. In CarrĆ©, Fenouillet (Ed.), TraitĆ© de psychologie de la motivation : ThĆ©ories et pratiques. (pp. 44-66). Paris:Denod
Elliott (2008). Assessment 2.0: Modernising assessment in the age of Web 2.0. Glasgow:Scottish Qualifications Authority
Marriott, Lau (2008). The use of on-line summative assessment in an undergraduate financial accounting course. Journal of Accounting Education, 26 (2), 73-90.
Poehner (2008). Dynamic Assessment : A Vygotskian Approach to Understanding and Promoting L2 Development. New York:Springer
Shute (2008). Focus on Formative Feedback. Review of Educational Research, 78 (1), 153-189.
Postareff, Lindblom-YlƤnne, Nevgi (2008). A Follow-Up Study of the Effect of Ped- agogical Training on Teaching in Higher Education. Higher Education, 56, 29-43.
Davies (2008). Lā€™Ć©valuation en cours dā€™apprentissage. Ɖvaluation et compĆ©tences (chapitre 2). In Davies (Ed.), Ɖtablir les bases de lā€™Ć©valuation formative en classe. MontrĆ©al:CheneliĆØre Ɖducation
Davies (2008). Impliquer les Ć©lĆØves dans lā€™Ć©valuation formative. In (Ed.), Lā€™Ć©valuation en cours dā€™apprentissage (chapitre 6) MontrĆ©al, Canada:Ɖditions de la CheneliĆØre Ɖducation
Lafortune, Allal (2008). Jugement professionnel en Ć©valuation. Pratiques enseignantes au QuĆ©bec et Ć  GenĆØve. MontrĆ©al:PUQ
Mottier Lopez, Allal (2008). Le jugement professionnel en Ć©valuation: un acte cognitif et une pratique sociale situĆ©e. Schweizerische Zeitschrift fĆ¼r Bildungswissenschaften, 30 (3), 465-482.
Dinsmore, Alexander, Loughlin (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20 (4), 391ā€“409.
Carless (2007). Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44 (441), 57-66.
Hattie, Timperley (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
Hounsell, Falchikov, Hounsell, Klampfteiner, Huxham, Thompson, Blair (2007). Innovative assessment across the disciplines. An analytical review of the literature. UK:The Higher Education Academy
Leung (2007). Dynamic Assessment: Assessment for and as Teaching? Language Assessment Quarterly, 4 (3), 257-278.
Boud, Falchikov (2007). Rethinking assessment in higher education: Learning for the longer term. New York:Routeledge
Zipp (2007). Learning by Exams : The Impact of Two-Stage Cooperative Tests. Teaching Sociology, 35 (1), 62-76.
Deaudelin, Desjardins, Dezutter, Thomas (2007). Ɖvaluer pour soutenir lā€™apprentissage. Quelles pratiques mettre en œuvre et dans quelles conditions? UniversitĆ© de Sherbrooke link
Nguyen, Blais (2007). Approche par objectifs ou approche par compĆ©tences? RepĆØre conceptuels et implication pour les activitĆ©s dā€™enseignement, dā€™apprentissage et dā€™Ć©valuation au cours de la formation clinique. PĆ©dagogie MĆ©dicale, 8 (4), 232-251.
St-Germain (2007). Lā€™appropriation du paradigme de lā€™apprentissage chez des enseignants de cĆ©gep par lā€™accompagnement dā€™une conseillĆØre pĆ©dagogique : rapport de recherche. Gatineau:CĆ©gep de l'Outaouais
Barbeau (2007). Interventions pƩdagogiques et rƩussite au cƩgep: mƩta-analyse. QuƩbec:Presses de l'UniversitƩ Laval (PUL)
Boud, Falchikov (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31 (4), 399-413. link
Collet, Romainville (2006). La pratique enseignante en mutation Ơ l'universitƩ. Bruxelles:De Boeck SupƩrieur
Gibbs (2006). How assessment frames student learning. In Bryan, Clegg (Ed.), Innovative assessment in higher education. (pp. 101-113). Abingdon-on-Thames:Routeledge
Nicol, Milligan (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. Innovative Assessment in Higher Education.
Nicol, Macfarlane-Dick (2006). Formative assessment and self regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218. link
Tardif (2006). Lā€™Ć©valuation des compĆ©tences : Documenter le parcours de dĆ©veloppement. MontrĆ©al:CheneliĆØre Ɖducation
Bucur, Thorek (2006). Learning. Student Perspective. Teaching teaching & Understanding (1/3) link
Bucur, Thorek (2006). Understanding. Knowledge Perspective. Teaching teaching & Understanding (2/3) link
Bucur, Thorek (2006). The Solution. Constructive Alignment. Teaching teaching & Understanding (3/3) link
Wiggins (2006). Healthier Testing Made Easy: The Idea of Authentic Assessment. Edutopia. George Lucas Educational Foundation. link
Haddock (2006). Collaborative Examinations: A Way to Help Student Learn. Legal Education Digest 3, 14 (3). link
Nicol, Macfarlane-Dick (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
Marton, Saljƶ (2005). Approaches to learning. In Hounsell, Entwistle, Marton (Ed.), The experience of learning: implications for teaching and studying in higher education. 3rd (Internet) edition. (pp. 39-58). Edinburgh:University of Edinburgh, Centre for Teaching, Learning and Assessment link
Struyven, Dochy, Janssens (2005). Studentsā€™ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30 (4), 325-341.
CEFRIO (2005). Travailler, apprendre et collaborer en rĆ©seau. Guide de mise en place et dā€™animation de communautĆ©s de pratiques intentionnelles. MontrĆ©al:CEFRIO
Laurier, Tousignant, Morisette (2005). Les principes de la mesure et de lā€™Ć©valuation des apprentissages. MontrĆ©al:GaĆ«tan Morin, CheneliĆØre Ɖducation
Cros (2004). L'innovation scolaire aux risques de son Ć©valuation. Paris:L'Harmattan
Gibbs, Simpson (2004). Does your assessment support your studentsā€™ learning. Journal of Teaching and Learning in Higher Education, 1 (1), 3-31.
Scallon (2004). Lā€™Ć©valuation des apprentissages dans une approche par compĆ©tences. MontrĆ©al:Ɖditions du Renouveau PĆ©dagogique
Gibbs, Coffrey (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5 (1), 87-100.
Guy (2004). Lā€™Ć©valuation des apprentissages, trousse 8. Carrefour de la rĆ©ussite au collĆ©gial
St-Pierre (2004). Lā€™habiletĆ© dā€™autoĆ©valuation : pourquoi et comment la dĆ©velopper? PĆ©dagogie collĆ©giale, 18 (1), 33-38.
Lussier, Allaire (2004). Lā€™Ć©valuation Ā«authentiqueĀ». PĆ©dagogie collĆ©giale, 17 (3), 29-30.
Greene, Miller, Crowson, Duke, Akey (2004). Predicting high school studentsā€™ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29 (4), 462ā€“482.
Gronlund, Cameron (2004). Pearson Education. In (Ed.), Assessment of Student Achievement. Toronto:
Viau, Joly, BĆ©dard (2004). La motivation des Ć©tudiants en formation des maĆ®tres Ć  lā€™Ć©gard dā€™activitĆ©s pĆ©dagogiques innovatrices. Revue des sciences de l'Ć©ducation, 30 (1), 163-176.
Lafortune, DubƩ (2004). MƩtacognition et communication : deux processus en interrelation. Vie pƩdagogique, 131, 48-50.
Delorme, Delestre, PĆ©cuchet (2004). Ɖvaluer lā€™apprenant Ć  lā€™aide de cartes conceptuelles. (pp. 25-31). CompiĆØgne, France:Technologies de lā€™Information et de la Connaissance dans lā€™Enseignement SupĆ©rieur et lā€™Industrie link
Elliott (2003). Dynamic assessment in educational settings?: Realising potential. Educational Review, 55 (1), 15-32.
Peraya, Charlier (2003). Technologie et innovation en pĆ©dagogie: Dispositifs innovants de formation pour lā€™enseignement supĆ©rieur. Bruxelles:De Boeck
Price, Rust, O'Donovan (2003). Improving Studentsā€™ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment & Evaluation in Higher Education, 28 (2), 147-164.
Le Marec (2003). Ɖvaluation et interactivitĆ©. Un modĆØle peut en cacher un autre. Communication & Langages.
Taras (2002). Using assessment for learning and learning from assessment. Assessment & Evaluation in Higher Education, 27 (6), 501-510.
Morisette (2002). Accompagner la construction des savoirs. MontrĆ©al:CheneliĆØre et McGraw-Hill
(2002). DĆ©velopper le raisonnement professionnel avec Wooclap : le questionnement par concordance. Wooclap
Heady, Coppola, Titterington (2001). Assessment Standards. In Siebert, McIntosh (Ed.), College Pathways to the Science Education Standards. (pp. 57-72). Virginia:NSTA Press
Loiola, Tardif (2001). Formation pĆ©dagogique des professeurs dā€™universitĆ© et conceptions de lā€™enseignement. Revue des sciences de l'Ć©ducation, 27 (2), 305-326.
Talbot (2001). Les dĆ©placements domicile-travail : de plus en plus d'actifs travaillent loin de chez eux. INSEE PremiĆØre.
Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloomā€™s taxonomy of educational objectives. Boston, MA:Pearson Education Group
MacGregor, Cooper, Smith, Robinson (2000). Implementing Small-Group Instruction: Insights from Successful Practitioners. New Directions for Teaching and Learning, 81, 63-76.
Roegiers (2000). Une pƩdagogie de l'intƩgration : CompƩtences et intƩgration des acquis dans l'enseignement. Bruxelles:De Boeck UniversitƩ
Zimmerman, Bonner, Kovach (2000). Des apprenants autonomes : autorĆ©gulation des apprentissages. (Traduction de la 1ĆØre Ć©dition amĆ©ricaine par Christine Pagnoulle et GaĆ«tan Smets) Paris:De Boeck
Biggs (1999). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18 (1), 57ā€“75.
Race (1999). Why assess innovatively?. In Brown, Glasner (Ed.), Assessment matters in higher education: Choosing and using diverse approaches. (pp. 55-70). Buckingham:SRHE/ Open University Press
Hattie, Jaeger (1998). Assessment and classroom learning: A deductive approach. Assessment in Education: principles, policy & practice, 5 (1), 111-122.
Wiggins (1998). Educational Assessment. Designing Assessment to Inform and Improve Student Performance. San Francisco:Jossey-Bass
Viau, Louis (1997). Vers une meilleure comprƩhension de la dynamique motivationnelle des Ʃtudiants en contexte scolaire. Canadian Journal of Education, 22 (2), 144-157.
Biggs (1996). Enhancing teaching through constructive alignment. Higher Education, 32 (3), 347-364.
Greene, Miller (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary educational psychology, 21 (2), 181'192.
Barr, Tagg (1995). From Teaching to Learning: A New Paradigm for Undergraduate Education. Heldref Publications, 27 (6), 12ā€“25.
Noƫl, Wolfs, Romainville (1995). La mƩtacognition : facettes et pertinence du concept en Ʃducation. Revue franƧaise de pƩdagogie, 112 (1), 47-56.
Viau (1994). La motivation en contexte scolaire. QuĆ©bec:Les Ɖditions du Renouveau PĆ©dagogique Inc.
Biggs (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12 (1), 73-85.
Biggs (1993). Aligning teaching for constructing learning. The Higher Education Academy. link
Hivon (1993). Lā€™Ć©valuation des apprentissages : rĆ©flexions, nouvelles tendances et formation. Sherbrooke:Ɖditions du CRP
Tardif (1993). lā€™Ć©valuation dans le paradigme constructiviste. In Hivon (Ed.), Lā€™Ć©valuation des apprentissages : rĆ©flexions, nouvelles tendances et formation. (pp. 27-56). Sherbrooke:
Romainville (1993). Savoir parler de ses mĆ©thodesĀ : mĆ©tacognition et performance Ć  lā€™UniversitĆ©. Bruxelles:De Boeck
Gombert (1990). Le dƩveloppement mƩtalinguistique. Paris:P. U. F.
Deci, Ryan (1985). Intrinsic motivation and self-determination in human behavior. New York:Plenum
Schƶn (1984). The reflective practitioner : how professionals think in action. London:Maurice Temple Smith
Craik, Lockhart (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Dewey (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston, MA:Heath