چکیده:
Le présent article décrit l’expérience du département de la langue française de l’Université de Tabriz en Iran, en matière d'enseignement à distance dans le contexte de la pandémie mondiale de la Covid-19. Notre intérêt est de mettre en évidence de nouvelles modalités d'évaluation basées sur l'utilisation des TIC comme étant une alternative pour assurer la continuité de l’apprentissage. Cet article a pour objectif de désigner la démarche de l’évaluation en ligne de l’écrit adoptée par le département et les défis et les difficultés auxquelles il fait face en période du confinement. Dans cette étude, nous avons recours à l’approche de certains théoriciens, notamment Charles Hadji sur l’évaluation pour apprécier la démarche de l’évaluation en ligne. Les résultats de cette recherche montre que la majorité des professeurs et des étudiants ont des points de vue communs sur l’évaluation en ligne, ce qui désigne généralement leur insatisfaction à l'égard des processus d'évaluation en ligne et les difficultés qui en résultent, comme l’augmentation de la tricherie des étudiants, la faible validité et fiabilité des résultats d'évaluation, les problèmes techniques, le manque de relations et d’interaction efficaces entre les professeurs et les étudiants, etc. Nous avons également suggéré des propositions qui aideraient aux étudiants et aux professeurs à améliorer leur démarche de l’évaluation, en cette période du confinement.
در این مقاله، ما به توصیف و تشریح تجربیات گروه زبان فرانسه دانشگاه تبریز، در زمینه اموزش از راه دور، در شرایط همهگیری جهانی کووید-19 میپردازیم. تمرکز ما در این نوشتار بر روی شیوههای ارزشیابی جدید و مبتنی بر استفاده از فناوری اطلاعات و ارتباطات (ICT) میباشد که به عنوان جایگزینی برای شیوههای قبلی بکار گرفته شدهاند تا یادگیری دانشجویان بدون وقفه ادامه پیدا کند. هدف اصلی این مقاله توصیف شیوهها و روشهای ارزشیابی انلاین دروس نوشتاری و چالشها و مشکلات حاصل از ان است که گروه زبان فرانسه دانشگاه تبریز در دوران قرنطینه با انها دست و پنجه نرم میکند. در این تحقیق، ما از رویکرد برخی نظریهپردازان در حوزهء ارزشیابی، به ویژه رویکرد شارل اجی یکی از متخصصان حوزهء ارزشیابی، برای ارزیابی فرایند ارزشیابی انلاین بهرهمند شدهایم. نتایج این تحقیق حاکی از ان است که اکثر اساتید و دانشجویان در مورد شیوههای اجرایی ارزشیابی انلاین و مشکلات حاصل از ان ناراضی هستند، از جمله مهم ترین این مشکلات، افزایش تقلب میان دانشجویان، اعتبار و پایایی پایین نمرات امتحانی، مشکلات فنی سیستم اموزشی انلاین، عدم وجود تعامل موثر بین اساتید و دانشجویان می-باشد. ما همچنین سعی کردهایم پیشنهاداتی را برای بهبود روند ارزشیابی انلاین در این دوران قرنطینه ارايه دهیم.
This article describes the experience of online assessment in the French language
department of the University of Tabriz, with the aim of analyzing the approach of teachers during
distance assessments and examining the impact of the Covid-19 on student assessment procedures and
strategies. To do this, we developed two questionnaires of about 30 questions whose hard core was the
online assessment, one for students and the other for teachers. The survey was carried out on a sample
of 9 Iranian teachers from the French language department and 100 undergraduate students in French
and for the examinations of written courses such as: simple composition, dissertation, chronicle,
composed commentary, expressions and proverbs. The questionnaire was distributed to the target
community, via the Internet, in November 2021. Our interest is to highlight new evaluation methods
based on the use of ICT as an alternative to ensure the continuity of learning. This article aims to
designate the approach to online assessment of writing adopted by the department and the challenges
and difficulties it faces during the period of confinement. In this study, we use the approach of certain
theorists, in particular Charles Hadji on the evaluation to appreciate the approach of the online
evaluation. Indeed, the results of this research showed us the inefficiency of this method of evaluation
and the overall dissatisfaction of teachers and students with this experience. In analyzing the modalities
and challenges of e-assessment, we found that due to the limitations imposed by distance learning, the
disadvantages and difficulties of this mode of assessment outweigh its advantages.
In fact, lockdown and distance learning have increased opportunities for students to cheat, and the
results of this research demonstrate that despite the strategies professors are implementing to prevent
and reduce cheating, unfortunately, the rate of cheating, especially in written exams, is very high
compared to face-to-face exams.
Since in online education, platforms and software have replaced the classroom and communication is
done through the Internet; education system troubles caused by slow Internet speed, power outage,
technical problem of the platform such as interruption of audio and video, especially during exams,
cause stress and this hinders the actual assessment of student skills and performance. According to the
survey, students and professors are not satisfied with the performance of the platform offered by the
Mahnaz REZAI** / Zahra FADAIE HEYDARIE***
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university i.e. Adobe Connect, and they prefer to use WhatsApp and Google Meet respectively for teaching and online assessment.
Validity and reliability are the two main factors in ensuring accurate assessment of students. As seen in this research, most teachers believe that the results of the assessments are not valid because due to the high level of fraud, it is not possible to accurately assess the intended skills of the students. They claim that changes in teaching and assessment conditions have reduced the reliability of exam results, because in addition to the transformation of assessment methods, the scoring criteria have also changed. The majority of the students, too, protest on the validity of the marks, by opposing the methods in which the exams take place, and in particular the oral part of the written-oral exams because they do not obtain a good mark in this part.
In addition, we have testified that the lack of technological infrastructure causes significant difficulties in setting up interactions. Physical distancing for students is a hindrance to the quality of the educational exchanges they can have with their teachers and classmates, especially during exams where these interactions can be useful and encouraging. According to them, despite the synchronous online courses and constant communication with teachers via the Internet, these interactions are ineffective and insufficient and reduce the motivation and commitment of students to learn FLE.
Referring to Ch. Hadji's approach to evaluation, we can therefore observe that the evaluation process in this new online modality is not correctly carried out. In fact, depending on the objectives and intentions aimed by the teachers, they do not obtain the precise data from the students to verify and examine their skills really acquired and this problem disturbs the exact process of the evaluation because they fail to accurately situate the students in relation to a given level and to make correct judgments on the values of the students by a notation. Thus, teachers would not be able to make the right decision to guide students on the pursuit of learning. In particular, in the summative evaluation of students, the online evaluation does not reflect the degree of mastery of the learning objectives targeted by the professors and does not provide a true overview of the learning for each student.
Since online and distance learning, due to its nature and difficulties, causes demotivation and subsequent abandonment of studies by some students, it is necessary to think about effective and useful solutions to improve the teaching and assessment methods currently used. To this end, it seemed useful to us to provide perspectives and suggestions, including opinions from teachers and students, to improve this method of assessment, which is mandatory during confinement. Thus, we have also suggested proposals that would help students and teachers improve their approach to evaluation during this period of confinement.
In our opinion, the best solution to overcome this problem is to go beyond the opposition between formative evaluation and summative evaluation to access a resolutely "constructive" evaluation, that is to say an evaluation that is clear, simple, enlightening for each student on his achievements and his difficulties and useful for motivating students and making their learning more effective. To do this, as Ch. Hadji suggests, evaluation must be placed in a formative perspective, even when it comes to summative evaluation; teachers, before being those who carry out a summative assessment for the purposes of social certification, should evaluate the skills and performance of students throughout the semester to better judge them at the end of the semester and support their progress.
Finally, we can say that in the current situation, distance education is one of the solutions available to meet the educational needs of students, although this type of education will never replace face-to-face education. It goes without saying that the integration of ICT into training can bring higher education a step further in the future and that in the post-covid era, e-learning can be considered as a supplement and complement in order to enrich face-to-face teaching. Teachers can take advantage of educational
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platforms and software to promote the quality of courses and lead students to better organize themselves and better structure their knowledge by relying on the potential of ICT.