• Lebel, Christine
  • Bélair, Louise M.
  • St-Pierre, Lise
Over the years, it became clear to me that it was particularly important to support the development of my student’s self-evaluation skills. This preoccupation took on even more importance as I deepened my understanding of metacognition and made the link between the development of competency and intellectual autonomy. In fact, various experiences have convinced me that these three themes shed light on three complementary facets of the same dimension. Self-evaluation will be prented in a formative perspective of competency development and personal development rather than as a tool for certification. This article will focus on the training required for a student to self-evaluate and judge himself; essential conditions if the student is to give meaning to the evaluation and judgment rendered by the professor and, consequently, benefit from them in the progression of his learning. This focus on personal development removes certain constraints inherent to the development of sophisticated instrumentation for a valid evaluation and allows for the creation of educational activities.

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