 | Study programme 2018-2019 | Français | |
 | Analysis and Development of Language Evaluation Devices | ||
Programme component of Master's Degree in Education à la Faculty of Psychology and Education |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-M2-MEDUCA-006-M | Compulsory UE | HUET Kathy | P362 - Métrologie et Sciences du langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 10 | 5 | 0 | 0 | 5 | 5.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-165 | Analysis and Development of Language Evaluation Devices | 15 | 10 | 5 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
- Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
- Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
- Develop and support a teaching-learning device, and implement and evaluate it.
- Master knowledge about different educational devices as well as implement them.
- Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
- Rate an educational device.
- Alter an educational device.
- Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present and structure data in a clear, precise, neutral, and non-oriented way.
- Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
- Appropriately use presentation materials.
- Act ethically and professionally.
- Refer to ethical principles to define the framework of their professional practice.
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- Assess and pursue professional and personal development.
- Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Continue to train and improve their skills.
- Master scientific research methods in educational sciences.
- Master the different steps to carry out research in educational sciences.
- Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
- Collect data and analyse it.
- Adequately interpret results taking into account the reference framework within which the research was developed.
Learning Outcomes of UE
After the course, students will be able to describe any concrete practice of evaluation ( conception of language, type of assessment ,...). They will also be able to create / analyze a concrete practice of evaluation, carry on a very fruitful critical reflection aiming the evaluation devices' improvement
Content of UE
A conceptual framework is proposed to make the connection between the general framework of teaching / learning languages and assessment (type of methodological, technical, etc.)..
Prior Experience
Not applicable
Type of Assessment for UE in Q2
- Presentation and/or works
Q2 UE Assessment Comments
Not applicable
Type of Assessment for UE in Q3
- Presentation and/or works
Q3 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-165 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-165 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-165 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-165 | Not applicable |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-165 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-165 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-165 | ROEGIERS, X. (1997). Analyser une action d’éducation et de formation : analyser les programmes, les plans et les projets d’éducation ou de formation pour mieux les élaborer, les réaliser et les évaluer. Bruxelles : De Boeck, DENNERY, M. (1999). Piloter un projet de formation. Paris : ESF Lessard, C., & Meirieu, P. (Eds.) (2005). L’obligation de résultats en éducation. Évolution, perspectives et enjeux internationaux. Bruxelles : De Boeck Gérard, F.-M. (2003) L’évaluation de l’efficacité d’une formation, Gestion 2000, 20(3), 13-33. Cadre européen commun de référence pour les langues, Paris, Conseil de l’Europe / Les éditions Didier, 2001. Christine Tagliante L'évaluation et le cadre européen, Paris, Clé International, 2005 Lyle Bachman & Adrian S. Palmer Language Testing in Practice. Oxford University Press. 1996. |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SMSL-165 | Authorized |
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term