Évaluer sans noter, une inspiration pour les cégeps ? Revue systématique des écrits sur les pratiques évaluatives qui réduisent ou éliminent la notation

Bibliographic Data

ID13075697
AuthorsMyriam Girouard-Gagné (0000-0003-3213-0339), Philippe Langlois, Mathieu Poulin-Lamarre, Mélissa Goulet (0000-0001-6319-8921), Catherine Tardif (0000-0003-1330-6319)
Year2025
Volume8
Issue1
Pages1-25
Publication date2025-04-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevue internationale du CRIRES innover dans la tradition de Vygotsky (JOURNAL)
Journal identifiersISSN: 2291-6717
PublisherBibliotheque de l'Universite Laval (PUBLISHER)
DOI10.51657/9db17q94
OpenAlexW4409122627
LanguageFR
Citations received1
References cited17

This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and explore their impact, a systematic review of the literature is presented in this article. The result is 16 papers looking at practices that fit within the terminology of PRÉN. Some of the papers reviewed concluded that these practices would have a positive impact on students' intrinsic and autonomous motivation. However, the results concerning mental health are more nuanced, with some people experiencing stress linked to the absence of traditional reference marks such as grades. The study concludes that further research is needed to better understand the impact of these practices in the Quebec context, and their potential for the success and perseverance of college students

Art · Humanities · Social Sciences and Governance

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