Utilisation de tableaux de bord numériques pour l’évaluation des compétences scolaires: une étude de cas

Over the course of the last decade, teachers have been increasingly pressured to use digital artefacts in the classroom, and to shift from grade-based assessment to skill-based assessment. Dashboards have been used in various educational settings; they could help bridge the gap between these two expectations. Based on Engeström’s activity theory, we explore the contradictions that could rise if educational dashboards were to be used in an evaluation context. This article is based on a case study, the design of an application. Collective semi-structured interviews based on dashboards’ mock-ups were conducted with a panel of teachers from both elementary and middle school. Either the additional time required to deepen the evaluation is too high to enable the use of the dashboard, or the teacher would rather save time by relying heavily on the diagnostic abilities of the application. Given that the artefact is blind to the characteristics of both the didactic situation and of the learners, the dashboard is likely to produce incoherent diagnostics.

Abstract licence: CC BY-NC-ND

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