The e-docimology in the context of corona virus : through trial and error

Abstract

This article is part of a general issue of e-learning. It is particularly interested in the process of e-evaluation. We have chosen to direct this work towards a survey of the methods, modalities and even techniques adopted by teachers in the context of the corona virus.

The idea of ​​such a work takes root from concrete and recurring observations. Indeed, teachers suffer from shortcomings in the application of e-learning measures, in particular those of e-evaluation. At the end of this contribution, we recall the capital importance of new technologies in an educational context. The data collected through this case study show all the benefits that can be derived from using e-evaluation to guarantee educational continuity, including remedying student shortcomings; both at the level of knowledge and at the technical level. One of the positive effects of e-evaluation is the speed of exchanges between peers and between them and the teacher. It increases the quality and quantity of feedback, rework and readjustment sequences.

We first examined the aspects related to the pedagogical theory underlying the online evaluation: A study of the literature revealed two observations which motivated this work. The first concerns the definition of a pedagogical model specific to this approach, characterized mainly by its openness and its activities, which promote autonomy, initiative, the emergence and transition of knowledge through a connected network of learners. The second concerns the need to provide assistance to students in the development of such courses. Although there are works dealing with the aspects of pedagogical scripting in these open and massive environments, there are not yet, from our point of view, tangible proposals, which allow supporting the teachers in this process so as to meet these needs.

The methodological approach used for this essay is qualitative / interpretative. We were able to count on the collaboration of our fellow teachers to validate the stages of their evaluations, the tools used and even the methods used. Admittedly, the results obtained from our sample have shown that e-evaluation has proven to be an adequate and effective systemic process that has made it possible to design and develop an efficient learning system.

But limits were imposed on teachers during the execution of the e-evaluation. They are essentially linked to resistance to change, apprehension of computer tools, lack of equipment and the non-institutionalization of e-evaluation. Despite these limitations, we believe that the e-evaluation has a bright future ahead of it in a world that is increasingly digitized and forced on the social and health level to distancing.