Évaluation des apprentissages en formation à distance : les situations authentiques à la rescousse

Abstract

The purpose of this article is to propose a pedagogical reflection with a view to developing assessment practices in the context of distance education in universities. Authentic assessment is considered a relevant way to mitigate the pitfalls and fears associated with online assessment. The comments draw on the scientific literature to clarify the concepts of an authentic situation, to present criteria and conditions of authenticity, while proposing efficient means of providing feedback.