Augmentation des performances pédagogiques des enseignants universitaires : une démarche exploratoire

Abstract

We are interested in the notions of pedagogical alignment and diversification of evaluation methods, which we believe university professors, trained in different disciplines, practice little for lack of training in the field. The formative evaluation, more precisely, would be poorly known; its distinction with summative assessment is not clear enough for these teachers. A train-the-trainer workshop introducing these concepts helped to improve teachers' performance based on a questionnaire completed one year after the date of the workshop. This observation shows the existence of opportunities for improvements in teaching and learning at the university.