Author:
Kaboré Noaga Dieudonné,Frenette Éric,Hébert Marie-Hélène
Reference62 articles.
1. *Andersson, C. et Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development program. Learning and instruction, 49, 92-102.
2. *Antoniou, P. et James, M. (2014). Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. Educational assessment, evaluation and accountability, 26(2), 153-176.
3. *Babinčáková, M., Ganajová, M., Sotáková, I. et Bernard, P. (2020). Influence of formative assessment classroom techniques (FACTs) on student’s outcomes in chemistry at secondary school. Journal of Baltic science education, 19(1), 36-49.
4. Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M. et Neumann, D. L. (2012). Systematic review methodology in higher education. Higher education research & development, 31(5), 625-640.
5. Bissonnette, S., Gauthier, C. et Péladeau, N. (2010). Un objet qui manque à sa place : les données probantes dans l’enseignement et la formation. Dans B. Wentzel et M. Mellouki (dir.), Actes de la recherche de la HEP-BEJUNE : n 8. Recherche et formation à l’enseignement – Spécificités et interdépendance (p. 107-133). Haute école pédagogique – BEJUNE.