Apport du portfolio numérique d'apprentissage et de la vidéo pour l'autoévaluation de la compétence en production orale d'élèves du secondaire en classe de français, langue d'enseignement

Abstract

This study starts with the observation that we do not know much about the use of eportfolios and self-evaluation actions in an oral production learning context. From this observation arises our theoretical framework, elaborated around oral didactical models (Dumais, 2010a; Lafontaine, 2007) and empirical data regarding the use of eportfolios and self-evaluation, upon which we wish to bring new data thanks to our research, which carries the goal of describing and analysing the benefit of eportfolios to the self-evaluation capacity in the secondary school students' oral proficiency. In order to reach this goal, we analyzed overall self-evaluations contained in eportfolios and the responses of two questionnaires filled by 77 students in the third year of secondary school (N=77) and in a more specific manner, we analyzed 16 of these students' self-evaluation content (N=16) who also participated in an individual interview. Our data collection allowed us to describe in which way the use of eportfolios improved the students' self-evaluation capacity.

Keywords

• evaluation
• oral
• portfolio