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Catalog

Newsletter

Evaluer par les tâches les langues à fins spécifiques à l’université: un guide (2012)

Education and modern languages
978-92-871-7164-1
Type of document :
Book
Format :
Paper
Language :
French
Size :
16 x 24 cm
Number of pages :
127
Johann Fischer, Catherine Chouissa, Stefania Dugovičová et Anu Virkkunen-Fullenwider
12.00 € / 24.00 $US

Cette publication s’adresse:
• aux responsables de l’enseignement et de l’évaluation en langues à l’université (directeurs des centres de langues universitaires ou des départments de langues, etc.),
• aux enseignants/rédacteurs de tests de langues à des fins spécifiques dans l’enseignement supérieur,
• aux formateurs d'enseignants,
• à toute personne impliquée dans la formation et l’évaluation en langues au niveau universitaire.

Ce manuel pratique est conçu pour les enseignants et rédacteurs de tests qui recherchent un outil valable pour mesurer, de manière pertinente, les capacités langagières de leurs étudiants. Il montre comment lier les savoir-faire enseignés et ceux qui seront nécessaires dans les études et la vie professionnelle. Il aide également les formateurs en langues, qui enseignent déjà dans une perspective actionnelle, à concevoir les tests correspondants et à évaluer les performances langagières de leurs étudiants. Par ailleurs, il souligne les avantages de l’évaluation par les tâches pour toutes les parties prenantes.

Pour obtenir de plus amples informations et accéder aux matériels accompagnant ce manuel, consultez le site internet http://gult.ecml.at.

Table des matières

Première partie: Guide GULT
1. Finalité et objectifs
2. Le contexte du projet GULT
3. Le public cible
4. Pourquoi évaluer les LSP par les tâches: la suite logique de l’enseignement par tâches en LSP
     4.1. Evaluer par les tâches dans des disciplines diverses
     4.2. L’approche actionnelle / par tâches dans l’évaluation en langues
     4.3. L’évaluation par les tâches et l’approche communicative
     4.4. Approches par tâches
5. Caractéristiques principales de l’évaluation par les tâches
     5.1. Le construit (« construct »)
     5.2. L’intégration des quatre compétences
     5.3. La structure d’un test ou d’un examen par tâches
6. Qui peut tirer bénéfice de l’évaluation par les tâches et en quoi ?
7. Défis et limites
     7.1. Réserves d’ordre psychométrique
     7.2. Réserves d’ordre pratique
     7.3. Autres réserves
8. L’évaluation de la performance du candidat
9. Usages possibles des tests / examens par tâches: comment exploiter les tests par tâches
     9.1. Tests de connaissances: examens de fin de cours
     9.2. Tests de niveau de capacité et « prochievement tests »
10. Comment élaborer un test par tâches
     10.1. La conception du test
     10.2. Etapes suivantes dans l’élaboration du test: essais
11. Bibliographie

Deuxième partie: Ressources documentaires
Document 1: Tests et évaluation
Document 2: Exemples de mise en oeuvre de l’évaluation par les tâches dans des systèmes universitaires de certification du niveau de capacité: mise en situation réelle
Document 3: Exemples de tests et d’examens par tâches
Document 4: Exemples de mise en oeuvre de l’évaluation par les tâches dans l’enseignement des langues à l’université
Document 5: Grilles d’évaluation
Document 6: Définitions de la « tâche »
Document 7: Définitions de l’« authenticité »
Document 8: Etapes de la conception d’un test par tâches
Document 9: Glossaire