Le portfolio, une démarche de développement de dimensions cognitives d’apprentissage
This study examines the effects of an original training-assessment portfolio approach on the development of cognitive learning dimensions among third-year undergraduate students in education and training sciences. Using a mixed and hybrid methodology, we show how this approach contributes to such de...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2024-12-01
|
| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/29922 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study examines the effects of an original training-assessment portfolio approach on the development of cognitive learning dimensions among third-year undergraduate students in education and training sciences. Using a mixed and hybrid methodology, we show how this approach contributes to such development. The support, structured through the implementation of feedback loops integrated into the learning process, appears to enable a form of organizational closure for learners. This allows them to adjust their work based on their perception of training expectations and the actions they undertake to meet these requirements. Such support fosters the development of dimensions such as reflexivity, responsibility in learning, and a sense of mastery in knowledge construction. Our work is positioned within the framework of the implications of the competency-based approach in higher education. |
|---|---|
| ISSN: | 2271-6092 |