Teachers’ Experience of Completing an Online Concordance-of-Judgment Learning Tool

Teachers’ Experience of Completing an Online Concordance-of-Judgment Learning Tool

• Marie-France Deschênes, Université de Montréal, Canada

• Katia Tremblay, Collège de Maisonneuve, Canada

• Isabelle Pelletier, Cégep Marie-Victorin, Canada

• Bernard Charlin, Université de Montréal, Canada

• Nicolas Fernandez, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2022.704

Résumé

This article presents college teachers’ experience of completing an online concordance-of-judgment learning tool as a way of supporting continuous professional development. In this tool, teachers make judgments in situations related to their practice. Then, teachers could validate whether their judgments are similar to those of a reference panel having previously answered the same questions. The experience of completing the tool led teachers to a reflection on several complex pedagogical decisions, such as learning assessment. The sustainable use of the device is suggested within a community of practice.

Abstract

This article presents college teachers’ experience of completing an online concordance-of-judgment learning tool as a way of supporting continuous professional development. In this tool, teachers make judgments in situations related to their practice. Then, teachers could validate whether their judgments are similar to those of a reference panel having previously answered the same questions. The experience of completing the tool led teachers to a reflection on several complex pedagogical decisions, such as learning assessment. The sustainable use of the device is suggested within a community of practice.