scispace - formally typeset
Search or ask a question

L’évaluation des compétences en histoire

21 May 2007-
About: The article was published on 2007-05-21 and is currently open access. It has received 57 citations till now.
Citations
More filters
Journal ArticleDOI
TL;DR: The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies, that are named 'second generation CBA.
Abstract: This article describes the renewal of a baccalaureate program in nursing. This new program was developed to respond to new challenges presented to the profession. A completely new approach was adopted, the competency-based approach (CBA), with a constructivist, holistic foundation that we named 'second generation CBA.' The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies. A course on health illustrates the approach. Although no rigorous evaluation has been held, comments from students and teachers were collected during the implementation process. Assessment of students' competency levels remains an important issue.

59 citations


Cites background or methods from "L’évaluation des compétences en his..."

  • ...It incorporates many elements, mobilizes knowledge, and strategically marshals capabilities in accordance with the specific nature of the situation (Lasnier, 2000; Perrenoud, 2004; Tardif, 2006)....

    [...]

  • ...To assess achievement of competencies, the learning outcomes of the second-generation CBA, it is necessary to know what “developmental path” they follow so that indicators along this path can be identified (National Research Council, 2001; Tardif, 2006)....

    [...]

  • ...In this context, a competency is a complex know-how that is based on combining and mobilizing knowledge, skills, attitudes, and external resources and then applying them appropriately to specific types of situations, such as those encountered in nursing (Tardif, 2006)....

    [...]

  • ...We use the term certificative assessment in preference to summative assessment as recommended by Frenchspeaking educators (Lasnier, 2000; Perrenoud, 2004; Scallon, 2004; Tardif, 2006)....

    [...]

  • ...According to Lasnier (2000) and Tardif (2006), this approach to education rests, firstly, on constructivism, on the idea that absolute reality does not exist, but that every reality is constructed from individual perceptions....

    [...]

Journal ArticleDOI
01 Nov 2007
TL;DR: In this article, the authors propose anapproche par competences to encourage the developpement d'une pratique professionnelle reflexive and intentionnelle, en sollicitant de la part des enseignants un compagnonnage cognitif explicite and des activites recurrentes de retroaction.
Abstract: • La notion d’objectif pedagogique s’est developpee pour repondre a la necessite d’introduire davantage de rigueur dans les dispositifs de formation et visait a rendre explicites les finalites d’une formation, en formalisant le contrat didactique entre les enseignants et les etudiants et enoncant clairement ce que ces derniers devaient apprendre. • Plusieurs influences conjointes du courant behavioriste en psychologie de l’apprentissage et de la perspective docimologique de l’evaluation ont eu pour consequences de favoriser un cloisonnement des objectifs selon leurs domaines (cognitif, psychomoteur et psycho-affectif), une sous-representation des objectifs de haut niveau taxonomique et un deficit d’integration des apprentissages concernes. • L’approche par competences constitue une reponse a la preoccupation d’apporter une solution aux limites identifiees dans le cadre de l’approche par objectifs. De fortes convergences se sont developpees avec d’autres courants conceptuels comme la perspective de l’enseignement et de l’apprentissage contextualises et celle de l’evaluation authentique. • L’intention commune de ces deux approches repond au souci de rendre efficaces l’enseignement et l’apprentissage, en offrant un cadre structurant pour planifier adequatement les activites pedagogiques en accord avec les buts explicitement identifies de la formation. Cependant, pour plusieurs auteurs, ces deux approches impliquent des manieres assez radicalement differentes de penser les activites d’enseignement, d’apprentissage et d’evaluation. • L’approche par competences privilegie le developpement d’apprentissages a partir de situations authentiques et de problemes complexes. Elle implique de s’appuyer sur des modeles cognitifs de l’apprentissage des competences. Elle encourage le developpement d’une pratique professionnelle reflexive et intentionnelle, en sollicitant de la part des enseignants un compagnonnage cognitif explicite et des activites recurrentes de retroaction. • En education des professionnels de sante, les applications concretes totalement achevees de l’approche par competences sont encore parcellaires mais de multiples experiences sont en cours de developpement, qui concernent notamment la formation en contexte clinique.

56 citations

Journal ArticleDOI
TL;DR: There is a dearth in the literature pertaining to how to assess competencies related to the knowledge, skills and attitudes required for collaborative practice, so greater emphasis is needed to develop precise ways to measure all competencies for IPE.
Abstract: Competency-based curriculum has become widely accepted in health professional education as a way to define the knowledge, skill and attitudinal outcomes expected of the pre-licensure learner. Exper...

45 citations


Cites background from "L’évaluation des compétences en his..."

  • ...Experts in the field of competency-based education define ‘‘competency’’ as an integrated set of knowledge, skills, attitudes and judgments that enable one to effectively perform the activities of a given occupation or function to the standards expected in employment (Tardif, 2006)....

    [...]

Book
01 Jan 2019
TL;DR: In the context of the ESREA Access, Learning Careers and Identities Network (ESREA-CAN) workshop as discussed by the authors, the authors presented in 6 sections and 20 chapters the contributions of 36 contributors from Europe, Australia, Canada and India some complementary answers to these complex questions.
Abstract: The concept of learning contexts is underpinned by different theoretical approaches and is open to a range of meanings in adult education. On the one hand, we can think about learning contexts as a phenomenon distributed across the social order of educational institutions, the workplace, home or community: they are embedded in practices. On the other hand, the learning context can be seen as an outcome of activity or a set of practices itself. At another level it is important to consider that the notion of lifewide learning and the distinction between formal/non-formal/informal learning are not universally accepted. Different scholars have warned that if the whole of life becomes “pedagogised" many aspects belonging to the private sphere are at risk of being exposed to external scrutiny, evaluation and intervention with related issues of power and control. Furthermore a vision in which learning contexts are everywhere, without a general agreement on their specificity risks to reduce the concept to an empty signifier without real meaning and significance. This raises questions of: What is specific to a learning context which is not to be found in other contexts? And who names these contexts as learning contexts? This e-book offers different perspectives to face these questions. Developed from the ESREA Access, Learning Careers and Identities Network conference “Exploring Learning Contexts: Implications For Access, Learning Careers And Identities,” the book presents in 6 sections and 20 chapters the contributions of 36 contributors from Europe, Australia, Canada and India some complementary answers to these complex questions. The Conference was held 2-4 November 2017 in Rennes (Brittany), with the support of ESREA, of the University Rennes 2 and the involvement of the doctoral students in Adult Education of the research team CREAD.

38 citations

Journal ArticleDOI
15 Jun 2011
TL;DR: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating as mentioned in this paper.
Abstract: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.

35 citations


Cites background from "L’évaluation des compétences en his..."

  • ...Tardif (2006) is in agreement, stipulating that a competency is above all knowledge of how to act rather than merely know-how specified by the organization....

    [...]

References
More filters
Journal ArticleDOI
TL;DR: The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies, that are named 'second generation CBA.
Abstract: This article describes the renewal of a baccalaureate program in nursing. This new program was developed to respond to new challenges presented to the profession. A completely new approach was adopted, the competency-based approach (CBA), with a constructivist, holistic foundation that we named 'second generation CBA.' The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies. A course on health illustrates the approach. Although no rigorous evaluation has been held, comments from students and teachers were collected during the implementation process. Assessment of students' competency levels remains an important issue.

59 citations

Journal ArticleDOI
TL;DR: There is a dearth in the literature pertaining to how to assess competencies related to the knowledge, skills and attitudes required for collaborative practice, so greater emphasis is needed to develop precise ways to measure all competencies for IPE.
Abstract: Competency-based curriculum has become widely accepted in health professional education as a way to define the knowledge, skill and attitudinal outcomes expected of the pre-licensure learner. Exper...

45 citations

Book
01 Jan 2019
TL;DR: In the context of the ESREA Access, Learning Careers and Identities Network (ESREA-CAN) workshop as discussed by the authors, the authors presented in 6 sections and 20 chapters the contributions of 36 contributors from Europe, Australia, Canada and India some complementary answers to these complex questions.
Abstract: The concept of learning contexts is underpinned by different theoretical approaches and is open to a range of meanings in adult education. On the one hand, we can think about learning contexts as a phenomenon distributed across the social order of educational institutions, the workplace, home or community: they are embedded in practices. On the other hand, the learning context can be seen as an outcome of activity or a set of practices itself. At another level it is important to consider that the notion of lifewide learning and the distinction between formal/non-formal/informal learning are not universally accepted. Different scholars have warned that if the whole of life becomes “pedagogised" many aspects belonging to the private sphere are at risk of being exposed to external scrutiny, evaluation and intervention with related issues of power and control. Furthermore a vision in which learning contexts are everywhere, without a general agreement on their specificity risks to reduce the concept to an empty signifier without real meaning and significance. This raises questions of: What is specific to a learning context which is not to be found in other contexts? And who names these contexts as learning contexts? This e-book offers different perspectives to face these questions. Developed from the ESREA Access, Learning Careers and Identities Network conference “Exploring Learning Contexts: Implications For Access, Learning Careers And Identities,” the book presents in 6 sections and 20 chapters the contributions of 36 contributors from Europe, Australia, Canada and India some complementary answers to these complex questions. The Conference was held 2-4 November 2017 in Rennes (Brittany), with the support of ESREA, of the University Rennes 2 and the involvement of the doctoral students in Adult Education of the research team CREAD.

38 citations

Journal ArticleDOI
15 Jun 2011
TL;DR: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating as mentioned in this paper.
Abstract: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.

35 citations

Journal ArticleDOI
TL;DR: The process and outcomes of developing informatics entry-to-practice competencies for adoption by Canadian Schools of Nursing are described.
Abstract: Information and communication technologies (ICT) have brought about significant changes to the processes of health care delivery and changed how nurses perform in clinical, administrative, academic, and research settings. Because the potential benefits of ICT are significant, it is critical that new nurses have the knowledge and skills in informatics to provide safe and effective care. Despite the prevalence of technology in our day to day lives, and the potential significant benefits to patients, new nurses may not be prepared to work in this evolving reality. An important step in addressing this need for ICT preparation is to ensure that new graduates are entering the work force ready for technology-enabled care environments. In this paper, we describe the process and outcomes of developing informatics entry-to-practice competencies for adoption by Canadian Schools of Nursing.

26 citations