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La rubrique analytique comme outil d’évaluation et de rétroaction pour les laboratoires de physique au niveau postsecondaire Open Access


Other title
Undergraduate level
Type of item
Degree grantor
University of Alberta
Author or creator
Vanier, Marianne
Supervisor and department
d'Entremont, Yvette (Campus Saint-Jean)
Examining committee member and department
de Montigny, Marc (Campus Saint-Jean)
Rinaldi, Christina (Educational Psychology)
d'Entremont, Yvette (Campus Saint-Jean)
Department of Modern Languages and Cultural Studies

Date accepted
Graduation date
Master of Education
Degree level
The present study targeted the use of an analytical rubric during a whole semester to evaluate the laboratory component of a 1st year Physics course designed for non-majors physics students in a postsecondary institution. The rubric was used to assess the laboratory reports of the 80 participants during a semester at the end of which a survey was distributed to gather their opinions and the ones of their lab instructors. The great majority of the respondents agreed that the analytical rubric gave them enough feedback about the laboratory reports submitted and that they used it to auto-evaluate their work, diagnose their academic strengths and weaknesses as well as improve their academic performance. The respondents also mentionned that the use of the rubric made the evaluation process more transparent and encouraged them to tackle the task at hand in a more sequential, strategic and better self-managed way. However, the lab instructors did not share the point of view of the students and could not even agree. Such results where somehow expected since there were only 4 instructors and they had not been provided any training which would have allowed them to use the rubric in a proper and efficient manner. Cette étude a testé l’utilisation d’une rubrique analytique pour évaluer les travaux de laboratoire de physique au niveau postsecondaire. Les 80 participants étaient inscrits aux cours de première année destinés aux étudiants ne se spécialisant pas en mathématiques, génie ou physique. La rubrique fut utilisée pour évaluer les travaux durant un semestre, à la fin duquel un questionnaire fut distribué pour recueillir les commentaires des participants et instructeurs de laboratoire. Les résultats montrent que la grande majorité des répondants pensent que la rubrique analytique leur donnait assez de rétroactions au sujet de leurs travaux de laboratoire, qu’ils l’ont utilisée pour fins d’auto-évaluation, de diagnostique des forces et faiblesses académiques, et d’amélioration de performance académique. Les participants ont mentionné que l’utilisation d’une telle rubrique rendait le processus d’évaluation plus transparent, moins frustrant et les encourageaient à accomplir le travail de manière séquentielle, stratégique et mieux auto-gérée. Cependant, les instructeurs de laboratoire avaient des opinions très variées relativement à l’utilisation de la rubrique. De tels résultats étaient anticipés étant donné qu’il n’y avait que 4 instructeurs et qu’aucune formation ne leur avait été offerte afin d’optimiser leur utilisation de la rubrique.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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