No 9, February 2022

In the context of the COVID-19 pandemic, which has led to changes in the way assessment is managed, this 9^th issue of the journal Mediations and mediatizations questions the role of digital technologies in assessment in order to support teachers in the heavy task they face.

Evaluating learning, both to better support it and to recognize students’ achievements (Allal & Laveault, 2009; Ministère de l’Éducation, 2003), is one of teachers’ competencies (Ministère de l’Éducation, 2020). In order to take advantage of the use of digital technology in the evaluation of learning, the action-research project ÉCRAN (Évaluation Collaborative Réussie des Apprentissages par le Numérique, FRQSC, 2020-2023) has chosen to take into account the activity of students in a situation of understanding or solving a problem in collaboration. To this end, pedagogical and technological support was offered through codesign methodology. This article discusses the issues and challenges encountered in two different sites as participating teachers face alignment issues and challenges in implementing new teaching-learning-assessment sequences in the context of the pandemic 2020-2021. Six categories of issues and five categories of challenges are identified, which reflect the challenges and issues of using digital technology to assess student learning in a collaborative primary and secondary context.

In Quebec, college-level higher education institutions, whose programs are aimed at competency development, are turning to distance learning (DL) and digital technology (DT) integration to expand the accessibility of studies. Based on the observation that assessment practices integrating DT are poorly documented, our research project undertaken prior to the pandemic seeks to identify DL assessment practices implemented by teachers in a program course. The qualitative/interpretive research performed has shed light on the assessment practices that make use of digital technologies. The results reveal the emergence of assessment practices that integrate DT in order to replicate, amplify, and transform competency assessment.

The article presents the steps of a dynamic formative e-assessment design work carried out in a postgraduate course on distance learning. The designed e-assessment dealt with the concept of pedagogical alignment and was implemented in an introduction to teaching methods and strategies course in its online and asynchronous version. The Test feature in Moodle was used for this purpose. The e-assessment takes the form of a quiz with eight questions and its feedback for which the creation process is presented. A pilot of this e-assessment took place in a mostly asynchronous course. An overview of the results obtained by learners who had access to the e-assessment is briefly presented. Finally, an overall assessment of the evaluation criteria for an e-evaluation is presented.

The article presents a synthesis of the work done during a doctoral internship at the Observatoire des pratiques innovantes d’évaluation des apprentissages (OPIEVA) of the Université du Québec à Montréal (UQAM). The internship focused on developing a tool to measure teachers' digital assessment practices at all teaching levels. From a literature review, 11 ways to support digital assessment were identified. These digital assessment characteristics made it possible to create, together with the OPIEVA team, the first version of a questionnaire. In addition to presenting the characteristics of digital assessment and some questionnaire items, this text discusses the scope of work carried out for the description and assessment of teaching practices with digital technology.

The health crisis has forced higher education structures to set up distance learning. In this context, the evaluation of learning has proved to be difficult. Our article proposes to present different evaluation strategies implemented by pedagogical teams during distance learning semesters, discuss their limits, discuss their limits, and highlight the questioning and awareness of teachers. The students' feelings about these evaluations are also presented to feed this assessment. Beyond using examples in practice and existing literature on the subject, we wish to take a critical step back to see to what extent this could also be applied from a face-to-face teaching perspective.

This article focuses on action research carried out with student teachers of the master's in teaching education and training (MEEF) at the Inspé of Côte d'Azur University, school teacher courses. This involves making them produce a video narrating the progress of a sequence or an educational project in the class in which they work in alternation (3 weeks in class and 3 weeks at Inspé). This production allows the evaluation of 2 modules of their master and seems, according to the first results, to constitute both a training object and an evaluation tool. The order of their trainers: to be part of an active pedagogical approach and place their students in a techno-creativity situation.

In the context of the pandemic, since the June 2020 session, many exams usually scheduled face-to-face have been conducted at a distance. At the institutional level, in April 2020, the support service for students with disabilities and the technical and pedagogical units joined forces to support teachers in organizing their exams and informing students how to prepare and take them. In February 2021, students with disabilities received an online surveyThis survey allowed us to identify difficulties encountered by students, what helps them and what could help them. This allowed us to identify some good practices for teachers and students.

The diversity of students attending universities and the rise of remote education during uncertain times such as a global health crisis have led teachers to question their practices, particularly the practice of assessment for learning aimed to reduce inequalities. This article proposes a way to promote active teaching practices in a remote context and considers the practice of learning assessment in an inclusive manner in order to promote a more inclusive approach to learning and assessment. This case study presents the proposed process within an Education Sciences graduate-level course offered to a group of twelve students from different backgrounds and with broad and varied experiences.

Polytechnique Montréal has developed a digital portfolio to monitor and evaluate the twelve skills the Canadian Board of Accreditation for engineering programs requires. This article presents the context leading to the implementation of the tool, named Polyfolio, its main features, and the design process.

The COVID-19 pandemic and the resulting closure of educational institutions have led teachers to question how to assess students’ performance in distance learning. In this article, we examine the authentic assessment pathway t to propose assessment tasks to students that lead them to use creativity and decrease instances of plagiarism and cheating.

Higher education in the Democratic Republic of Congo (DRC) faces several challenges, including digital insecurity, which complicates the functioning of educational actors. After spending about a year and a half as a professor at a Congolese university, the COVID-19 pandemic forced us to leave the country. Despite the lack of digital resources at this university, which operates completely entirely face-to-face, we were able to complete all the activities of the course course activities remotely. We deduce, at the end of this ethnographic study, At the end of this ethnographic study, we conclude that the numerical inequality observed among the students is a sample of the social inequality that is rampant across the country.

Since the implementation of programs focus on competencies development, the learning assessment has been the subject of many questions on the part of the actors of the education context. Due to the pandemic context, questions have increased on the shift towards distance teaching. Several teachers testify to growing concerns. How to assess when the students are not there? How can the teacher ensure studentsare not cheating? The risk of plagiarism increases in distance learning settings, especially when digitals tools favour assessments consisting of multiple-choice questions (MCQ) or short-answer items. Although they facilitate feedback during distance teaching and decrease correction time, are these toolsinteresting alternative if they do not allow the assessment of all the learning objects targeted? This is where the bottom hurts. MCQ do not assess competencies. It becomes essential to get back to basics, which is how to assess skills, despite the distance. This article offers a reflection on academic assessment and presents a questioning model of the aims of distance assessment.

As part of a podcast, a pedagogical advisor and an evaluation researcher questioned a teacher on her experience of designing a peer assessment carried out during a graduate course in education taking place at a distance in asynchronous mode. This constructive reflection in three voices and this triangulation of training praxeology allowed the analysis of evaluative practice and its impact on the student experience and learning. The findings from this exchange are presented in such a way as to highlight the benefits and limits of peer assessment using digital technology in order to promote its application in other contexts in higher education.

Edited by France Lafleur, Jean-Marc Nolla and Ghislain Samson, the book « Évaluation des apprentissages en formation à distance: Enjeux, modalités et opportunités de formation en enseignement supérieur » Learning evaluation in distance settings: Issues, modalities and opportunities for training in higher education), which consists of nine chapters, puts forward the expertise of various actors in the field of education with regard to evaluation in distance education, in the context of post-secondary education.