Présence et temporalité des quiz d’évaluation en classe inversée : des effets sur le sentiment de compétence des étudiants ?

Abstract

This paper highlights the issue of assessment of flipped classrooms in higher education. In particular, we focus on the interest in introducing quiz questionnaires in order to control students’ engagement in learning activities. Indeed, as not all students commit to the remote preparatory work, control quizzes may be introduced at the beginning of each face-to-face session. On the contrary, we argue that self-evaluation should be a better idea because these quizzes do not correspond to formative evaluation that can develop students' perceived self-efficacy. We tested the same flipped classroom scenario with two groups of students, the first one in an information-seeking course at the university and the second one in a digital literacy course in IUT. A detailed grid of assessment was provided to the students in both cases. In one group a quiz was also introduced to control students’ engagement in learning activities. Our results confirm that autonomous remote work produces a higher perceived self-efficacy even without any control quiz. But the additional grid of assessment, meant to help students’ self-assessment, was diversely appreciated.

Keywords

• flipped classroom
• assessment
• temporality
• motivation
• perceived self-efficacy
• autonomy