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Étude de la validité de dispositifs d’évaluation et conception d’un modèle d’analyse multidimensionnelle des connaissances numériques des élèves de fin d’école.

Abstract : If mathematical large scale assessments increase actually, their content and the interpretation of their results are not often studied, principally on the didactics of mathematics. In this work, we approach the question of assessment with two points of view : studying validity of external assessments and elaborating a multidimensional analysis model of numerical knowledge for designing a diagnostic assessment. Our research is about numerical knowledge of primary school pupil, especially place value and base-ten numeration, multi-digit algorithms, arithmetic relations between numbers, mental calculation, and arithmetic problems solving. Our questions are introduced by a review of didactical researches about external large scale assessments and diagnostic tools for mathematical assessment. In the numerical domain considered, relatively to an anthropological framework, we define an epistemological reference, which allows us to study the content of a test and to interpret the results. The first area of the thesis aims to develop a methodology for analyzing the validity of mathematical assessments, encompassing didactical, epistemological and cognitive approaches but also psychometrical approaches, in the specific case of external large scale assessments. We use this methodology for studying content (relatively to numerical domain) and results of a French large scale assessment (called CEDRE) which took place in 2008 and 2014. In a second area, we define a multidimensional analysis model of numerical pupil’s knowledge ; this model is based on technological modes and provide the description of different pupil profiles. Finally, we test this model by designing a diagnostic assessment for pupils at the end of primary school ; we study the validity of the test and interpret the results relatively to the model, but we plan to use it for developing an automatic diagnostic allowing the implementation of differentiated learning routes.
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Submitted on : Saturday, March 26, 2016 - 9:45:23 PM
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  • HAL Id : tel-01294076, version 1

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Nadine Grapin. Étude de la validité de dispositifs d’évaluation et conception d’un modèle d’analyse multidimensionnelle des connaissances numériques des élèves de fin d’école.. Education. Université Paris-Diderot (Paris 7), 2015. Français. ⟨tel-01294076⟩

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