Les universit\u00e9s ont une population \u00e9tudiante de plus en plus diversifi\u00e9e, dont beaucoup ont des besoins suppl\u00e9mentaires, notamment un handicap, des probl\u00e8mes linguistiques et des engagements personnels ou professionnels. Elles sont tenues donc de s’assurer que l’enseignement, l’apprentissage et l’\u00e9valuation sont accessibles \u00e0 tous\u00a0les \u00e9tudiants. \u00c0 cette fin, l’UNTE a eu un entretien avec Dr. Eliana El-Khoury, professeure adjointe \u00e0 l’Universit\u00e9 Athabasca au Canada sp\u00e9cialis\u00e9e dans l’\u00e9ducation ouverte, num\u00e9rique et \u00e0 distance pour mettre en \u00e9vidence l’\u00e9valuation inclusive et confirmer son r\u00f4le dans la transformation de l’\u00e9ducation et dans le progr\u00e8s des \u00e9tablissements d’enseignement pour atteindre un niveau sup\u00e9rieur d’excellence.<\/p>\n
Question 1 : Qu’est-ce que l’\u00e9valuation inclusive, pourquoi est-elle importante et quel est son objectif ?<\/p>\n
Dr. Eliana El-Khoury :<\/strong> Un principe sous-jacent cl\u00e9 est que l’\u00e9valuation inclusive ne signifie pas une \u00e9valuation plus facile, elle ne permet non plus pas aux \u00e9tudiants d’\u00e9viter des t\u00e2ches sp\u00e9cifiques qui sont fondamentales pour le d\u00e9veloppement dans leur discipline. L’inclusivit\u00e9 consiste \u00e0 am\u00e9liorer la pratique pour offrir aux \u00e9tudiants une plus grande opportunit\u00e9 de d\u00e9velopper \u00e0 la fois des comp\u00e9tences et des connaissances disciplinaires dans un environnement soutenu et stimulant. Nous ne voulons pas que l’\u00e9valuation soit un outil pour \u00e9tiqueter les \u00e9tudiants, mais plut\u00f4t cr\u00e9er un espace pour des commentaires de qualit\u00e9 pour garantir l\u2019\u00e9quit\u00e9 et les opportunit\u00e9s de r\u00e9ussite pour tout le monde. Il est tout aussi important qu’un syst\u00e8me d’\u00e9valuation inclusif s’applique \u00e0 tous les \u00e9tudiants, y compris sans exception ceux handicap\u00e9s. Alors que le monde devient plus inclusif, tout notre travail et nos efforts visent \u00e0 adapter et \u00e0 utiliser des outils pertinents pour tenir les promesses d’inclusion de ne laisser personne de c\u00f4t\u00e9 en garantissant une \u00e9ducation de qualit\u00e9 inclusive et \u00e9quitable et en promouvant les opportunit\u00e9s d’apprentissage tout au long de la vie.<\/p>\n<\/div>\n Question 2 : Quels sont les principes d’\u00e9valuation dans un contexte inclusif ?<\/p>\n Dr. Eliana El-Khoury :<\/strong> En r\u00e9f\u00e9rence \u00e0 Nieminen,2022, Il existe essentiellement 5 principes fondamentaux qui d\u00e9finissent une \u00e9valuation inclusive dans l’enseignement sup\u00e9rieur, \u00e0 savoir ;<\/p>\n Question 3 : Comment pourriez-vous \u00e9tablir des pratiques d’\u00e9valuation inclusives ?<\/p>\n Dr. Eliana El-Khoury :<\/strong> L’\u00e9valuation pratique est bas\u00e9e sur la conception universelle de l’apprentissage pour guider la cr\u00e9ation d’exp\u00e9riences d’apprentissage afin de r\u00e9pondre de mani\u00e8re proactive aux besoins de tous les apprenants, mais dans la pratique, il reste encore beaucoup d\u2019efforts \u00e0 fournir pour appliquer efficacement la CUA dans les \u00e9tablissements d’enseignement.<\/p>\n L’approche de l\u2019\u00e9valuation alternative pr\u00e9sente un exemple de bonnes et de mauvaises \u00e9valuations, cr\u00e9e des opportunit\u00e9s de pratique, donne plusieurs moyens de repr\u00e9sentation du cours et d’engagement des \u00e9tudiants avec le contenu, am\u00e9liore les techniques de planification de classe, offre aux \u00e9tudiants des moyens flexibles de d\u00e9montrer leurs connaissances et leur compr\u00e9hension sans les pousser \u00e0 soumettre de nombreux devoirs, utilise un alignement constructif pour relier toutes les activit\u00e9s d’apprentissage aux r\u00e9sultats attendus du cours.<\/p>\n De plus, l\u2019\u00e9valuation alternative permet aux \u00e9tudiants de d\u00e9montrer leur compr\u00e9hension par l’expression et l’apprentissage. Elle \u00a0d\u00e9finit les pr\u00e9f\u00e9rences d’apprentissage, les forces et les int\u00e9r\u00eats g\u00e9n\u00e9raux et les domaines de besoin sont pris en compte pour tous les \u00e9tudiants. La CUA offre aussi des opportunit\u00e9s authentiques d’\u00e9valuation et favorise la confiance, la transparence, la compassion, l\u2019appartenance et cr\u00e9e des relations positives entre enseignants et apprenants. L\u2019objectif principal est de former des \u00e9tudiants responsables pour qu’ils appr\u00e9cient le cours et se sentent inclus. Ceci est fait, en partie, pour maximiser l’engagement et l’apprentissage de tous.<\/p>\n<\/div>\n Question 4 : Comment la technologie peut-elle aider les enseignants \u00e0 concevoir une \u00e9valuation inclusive ?<\/p>\n Dr. Eliana El-Khoury :<\/strong> La technologie joue un r\u00f4le important dans la conception et la red\u00e9finition de l’\u00e9valuation de diverses fa\u00e7ons. Certains outils peuvent fournir des mesures discr\u00e8tes aux apprenants et faciliter le d\u00e9veloppement d’une \u00e9valuation inclusive qui partage bon nombre des principes d’une bonne conception d’\u00e9valuation. Les enseignants doivent prendre en consid\u00e9ration les \u00e9l\u00e9ments suivants ;<\/p>\n Question 5 : les politiques nationales sur l’\u00e9ducation inclusive et les pratiques d’\u00e9valuation montrent dans quelle mesure les enfants handicap\u00e9s sont inclus dans les \u00e9valuations. Selon vous, l’\u00e9valuation inclusive est-elle mise en \u0153uvre dans les \u00e9tablissements d’enseignement formel et non formel et dans quelle mesure ?<\/p>\n Dr. Eliana El-Khoury : <\/strong>L’\u00e9laboration de politiques d’\u00e9ducation inclusive t\u00e9moignant d\u2019un engagement explicite \u00e0 assurer une \u00e9ducation aux \u00e9tudiants handicap\u00e9s aux c\u00f4t\u00e9s de leurs pairs est le fondement d’une soci\u00e9t\u00e9 de qualit\u00e9 et \u00e9quitable. Cependant, le concept d’\u00e9ducation inclusive dans les \u00e9coles et les \u00e9tablissements d’enseignement sup\u00e9rieur est toujours mis en \u0153uvre de mani\u00e8re \u00ab\u00a0timide\u00a0\u00bb en raison de plusieurs obstacles dans les domaines de l’autonomisation, de l’enseignement, de la technologie, de l’information, des attitudes, du leadership, de la sensibilisation \u00e0 l’inclusion culturelle, de l’accessibilit\u00e9, de l’organisation, des probl\u00e8mes de fonctionnement et de mise en \u0153uvre, des programmes inappropri\u00e9s, des obstacles financiers et des obstacles r\u00e9glementaires.<\/p>\n<\/div>\n Conclusion<\/strong><\/p>\n \u00c0 l’\u00e8re de la num\u00e9risation, la valeur de l’enseignement sup\u00e9rieur se mesure par sa capacit\u00e9 \u00e0 promouvoir l’apprentissage et l’inclusion d’\u00e9tudiants d’horizons divers, conform\u00e9ment aux objectifs de d\u00e9veloppement durable (ODD) des Nations Unies. Si l’enseignement sup\u00e9rieur vise v\u00e9ritablement \u00e0 cr\u00e9er un environnement qui valorise la diversit\u00e9 et promeut une culture inclusive, il est obligatoire de repenser l’\u00e9valuation pour simplement s’aligner sur l’objectif d’inclusion compte tenu de son r\u00f4le fondamental dans l’enseignement et l’apprentissage. Notre responsabilit\u00e9 est de travailler ensemble pour que les \u00e9tudiants handicap\u00e9s re\u00e7oivent les ressources dont ils ont besoin pour s’\u00e9panouir[5]<\/a>.<\/p>\n [1]<\/a> Practical-recommendations-for-making-feedback-more-effective.pdf (imperial.ac.uk)<\/p>\n [2]<\/a> Transparent Assignment Design | Office of Assessment for Curricular Effectiveness | Washington State University (wsu.edu) https:\/\/ace.wsu.edu\/assignment-design\/transparent-assignment-design\/<\/a><\/p>\n TILT Higher Ed Examples and Resources. Transparent Assignment Design | Center for Advancing Teaching and Learning Through Research (northeastern.edu) https:\/\/tilthighered.com\/tiltexamplesandresources<\/a><\/p>\n [3]<\/a> MARCH 2022 | TIP #3 \u2013 USE FLEXIBLE ASSESSMENT TO ENGAGE AND MOTIVATE LEARNERS, https:\/\/www.stlhe.ca\/teaching-tip-tuesday\/tip-3-use-flexible-assessment-to-engage-and-motivate-learners\/<\/a><\/p>\n [4]<\/a> Learner agency in the assessment process: does it work? | SharingPYP Blog (ibo.org) https:\/\/blogs.ibo.org\/sharingpyp\/2019\/12\/03\/learner-agency-in-the-assessment-process-does-it-work\/<\/a><\/p>\n [5]<\/a> Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education.\u00a0Teaching in Higher Education<\/em>, 1-19.<\/p>\n","value_formatted":"Les universit\u00e9s ont une population \u00e9tudiante de plus en plus diversifi\u00e9e, dont beaucoup ont des besoins suppl\u00e9mentaires, notamment un handicap, des probl\u00e8mes linguistiques et des engagements personnels ou professionnels. Elles sont tenues donc de s'assurer que l'enseignement, l'apprentissage et l'\u00e9valuation sont accessibles \u00e0 tous\u00a0les \u00e9tudiants. \u00c0 cette fin, l'UNTE a eu un entretien avec Dr. Eliana El-Khoury, professeure adjointe \u00e0 l'Universit\u00e9 Athabasca au Canada sp\u00e9cialis\u00e9e dans l'\u00e9ducation ouverte, num\u00e9rique et \u00e0 distance pour mettre en \u00e9vidence l'\u00e9valuation inclusive et confirmer son r\u00f4le dans la transformation de l'\u00e9ducation et dans le progr\u00e8s des \u00e9tablissements d'enseignement pour atteindre un niveau sup\u00e9rieur d'excellence.\r\n Question 1 : Qu'est-ce que l'\u00e9valuation inclusive, pourquoi est-elle importante et quel est son objectif ?<\/p>\r\n\r\n Question 2 : Quels sont les principes d'\u00e9valuation dans un contexte inclusif ?<\/p>\r\n\r\n Question 3 : Comment pourriez-vous \u00e9tablir des pratiques d'\u00e9valuation inclusives ?<\/p>\r\n\r\n Question 4 : Comment la technologie peut-elle aider les enseignants \u00e0 concevoir une \u00e9valuation inclusive ?<\/p>\r\n\r\n Question 5 : les politiques nationales sur l'\u00e9ducation inclusive et les pratiques d'\u00e9valuation montrent dans quelle mesure les enfants handicap\u00e9s sont inclus dans les \u00e9valuations. Selon vous, l'\u00e9valuation inclusive est-elle mise en \u0153uvre dans les \u00e9tablissements d'enseignement formel et non formel et dans quelle mesure ?<\/p>\r\n\r\n Question 1 : Qu'est-ce que l'\u00e9valuation inclusive, pourquoi est-elle importante et quel est son objectif ?<\/p>\r\n\r\n Question 2 : Quels sont les principes d'\u00e9valuation dans un contexte inclusif ?<\/p>\r\n\r\n Question 3 : Comment pourriez-vous \u00e9tablir des pratiques d'\u00e9valuation inclusives ?<\/p>\r\n\r\n Question 4 : Comment la technologie peut-elle aider les enseignants \u00e0 concevoir une \u00e9valuation inclusive ?<\/p>\r\n\r\n Question 5 : les politiques nationales sur l'\u00e9ducation inclusive et les pratiques d'\u00e9valuation montrent dans quelle mesure les enfants handicap\u00e9s sont inclus dans les \u00e9valuations. Selon vous, l'\u00e9valuation inclusive est-elle mise en \u0153uvre dans les \u00e9tablissements d'enseignement formel et non formel et dans quelle mesure ?<\/p>\r\n\r\n Universities have a growing diverse student population many with additional needs including disability, language concerns and personal or employment commitments, therefore they need to ensure teaching, learning and assessment is accessible and supported. From this end, UNTE had an interview with Dr. Eliana El-Khoury, Assistant Professor at Athabasca University in Canada specializing in open, digital and distance education to highlight inclusive assessment and demonstrate its role in transforming education and elevating education institutions into a higher level of excellence.<\/p>\n Question 1: What is inclusive assessment, why is it important and what is its purpose?<\/p>\n Dr. Eliana El-Khoury:<\/strong> A key underpinning principle is that inclusive assessment does not mean easier assessment, nor does it give students the opportunity to avoid specific tasks which are fundamental to development in their discipline. Inclusivity is about enhancing practice to offer students greater opportunity to develop both skills and disciplinary knowledge in a supported and challenging environment. We do not want assessment to be a tool to label students, but instead create space for quality feedback to experience equity or opportunity to demonstrate their achievement and succeed. Equally important is that an inclusive assessment system applies to all students unexceptionally including students with disabilities and that they apply to all types of assessments in assessment systems. As the world is becoming more inclusive, all our work and efforts are directed to adapt and employ relevant tools to fulfill the inclusion promises to leave no one behind by ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.<\/p>\n<\/div>\n Question 2: What are the principles of assessment in an inclusive context?<\/p>\n Dr. Eliana El-Khoury:<\/strong> According to (Nieminen, 2022), there are basically 5 core principles that defines an inclusive assessment in higher education namely;<\/p>\n Question 3: How could you demonstrate inclusive assessment practices?<\/p>\n Dr. Eliana El-Khoury:<\/strong> A good start is to guide the design of learning experiences to proactively meet the needs of all learners, however in practice there are more to be done to effectively achieve UDL in educational institutions.<\/p>\n Inclusive assessment approach presents an example of good and bad assessments, creates practice opportunities, gives multiple means of course\u2019s representation and students engagement with the content, improves classroom planning techniques, provides students with flexible ways to demonstrate their knowledge and understanding without scaffolding them to submit many assignments, uses constructive alignment to link all learning activities to course outcomes.<\/p>\n Additionally, inclusive assessment allows students to demonstrate their understanding through expression and apprenticeship, defines learning preferences general strengths and interests and areas of need are considered for all students including students with disabilities, offers authentic opportunities for assessment as well as fosters trust, transparency, compassion, belonging and positive relationships between teachers and learners. Instructors should aim to create responsible students to enjoy the course and to feel included. This is done, in part, to maximize student engagement and ultimately student learning.<\/p>\n<\/div>\n Question 4: How technology can assist teachers in designing inclusive assessment?<\/p>\n Technology plays a significant role in imagining and redefining assessment in a variety of ways. These tools can provide unobtrusive measurements for learners and facilitate the development of an inclusive assessment that shares many of the principles of good assessment design. Teachers should take into consideration the following;<\/p>\n Question 5: National-level policies on inclusive education and assessment practices determine to what extent children with disabilities are included in assessments. In your opinion is inclusive assessment being implemented in formal and non-formal educational institutions and to what extent?<\/p>\n Dr. Eliana El-Khoury: <\/strong> The development of inclusive education policies affirming explicit commitment to educating students with disabilities alongside their colleagues is the bedrock for high quality and equitable society, however, the concept of inclusive education in schools and higher education institutions is still being weakly and inconsistently implemented due to several barriers in the areas of empowerment, instruction, technology, information, attitudes, leadership, awareness about cultural inclusion, accessibility, organization, operation and implementation problems, inappropriate curriculum, financial impediments and regulatory barriers.<\/p>\n<\/div>\n Conclusion<\/strong><\/p>\n In the times of digitalization, the value of higher education is measured by whether it is successful in promoting the learning and inclusion of students from diverse backgrounds in compliance with UN’s Sustainable development Goals (SDGs). If higher education truly aims to create an environment that values diversity, promotes an inclusive culture, it is mandatory to rethink assessment to simply align with the goal of inclusivity given its fundamental role for teaching and learning. Our responsibility is to work together so that students with disabilities and able-bodied persons receive the resources they need to thrive.<\/p>\n [1]<\/a> Practical-recommendations-for-making-feedback-more-effective.pdf (imperial.ac.uk)<\/p>\n [2]<\/a> Transparent Assignment Design | Office of Assessment for Curricular Effectiveness | Washington State University (wsu.edu) https:\/\/ace.wsu.edu\/assignment-design\/transparent-assignment-design\/<\/a><\/p>\n TILT Higher Ed Examples and Resources. Transparent Assignment Design | Center for Advancing Teaching and Learning Through Research (northeastern.edu) https:\/\/tilthighered.com\/tiltexamplesandresources<\/a><\/p>\n [3]<\/a> MARCH 2022 | TIP #3 \u2013 USE FLEXIBLE ASSESSMENT TO ENGAGE AND MOTIVATE LEARNERS, https:\/\/www.stlhe.ca\/teaching-tip-tuesday\/tip-3-use-flexible-assessment-to-engage-and-motivate-learners\/<\/a><\/p>\n [4]<\/a> Learner agency in the assessment process: does it work? | SharingPYP Blog (ibo.org) https:\/\/blogs.ibo.org\/sharingpyp\/2019\/12\/03\/learner-agency-in-the-assessment-process-does-it-work\/<\/a><\/p>\n [5]<\/a> Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education.\u00a0Teaching in Higher Education<\/em>, 1-19.<\/p>\n","value_formatted":"Universities have a growing diverse student population many with additional needs including disability, language concerns and personal or employment commitments, therefore they need to ensure teaching, learning and assessment is accessible and supported. From this end, UNTE had an interview with Dr. Eliana El-Khoury, Assistant Professor at Athabasca University in Canada specializing in open, digital and distance education to highlight inclusive assessment and demonstrate its role in transforming education and elevating education institutions into a higher level of excellence.\r\n Question 1: What is inclusive assessment, why is it important and what is its purpose?<\/p>\r\n\r\n Question 2: What are the principles of assessment in an inclusive context?<\/p>\r\n\r\n Question 3: How could you demonstrate inclusive assessment practices?<\/p>\r\n\r\n Question 4: How technology can assist teachers in designing inclusive assessment?<\/p>\r\n\r\n Question 5: National-level policies on inclusive education and assessment practices determine to what extent children with disabilities are included in assessments. In your opinion is inclusive assessment being implemented in formal and non-formal educational institutions and to what extent?<\/p>\r\n\r\n Question 1: What is inclusive assessment, why is it important and what is its purpose?<\/p>\r\n\r\n Question 2: What are the principles of assessment in an inclusive context?<\/p>\r\n\r\n Question 3: How could you demonstrate inclusive assessment practices?<\/p>\r\n\r\n Question 4: How technology can assist teachers in designing inclusive assessment?<\/p>\r\n\r\n Question 5: National-level policies on inclusive education and assessment practices determine to what extent children with disabilities are included in assessments. In your opinion is inclusive assessment being implemented in formal and non-formal educational institutions and to what extent?<\/p>\r\n\r\n\n
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