Formation; Méthodes pédagogiques; Analyse des besoins; Apprentissages; Compétences; Evaluations d'impact; éducation du patient
Abstract :
[fr] Cet article commence par exposer 10 principes qui doivent présider à la conception (et à l’évaluation théorique, en phase PRE) d’un cahier des charges d’une formation. Ces principes sont (1) La distinction entre promoteur, concepteurs et intervenants, (2) l’Education fondée sur les preuves (EFF), (3) l’examen systématique des divers domaines (selon la grille ASCID) et des besoins de formation, (4) l’alignement des trois piliers que sont les Objectifs, les Méthodes et les Evaluations, (5) la distinction entre compétences et capacités-ressources, (6) une vision claire des types et mécanismes d’apprentissages (au pluriel !), (7) la description des méthodes basée sur un modèle des événements d’apprentissage/enseignement ou des actomes, (8) la distinction entre évaluations à visée formative et à visée certificative, (9) un modèle des évaluations, appelé « 5 sur5 » considérant 5 agents et 5 niveaux de profondeur des évaluations, et (10) l’adoption de formulaires de description et d’évaluation pour clarifier les attentes et la communication entre partenaires, du promoteur aux bénéficiaires de la formation, en passant par le concepteurs et les intervenants. Cet article expose ensuite un mode de présentation appelé « CEBOMERIOR » du cahier des charges. Il se termine par trois formulaires : l’un pour la présentation du cahier des charges, un autre pour l’évaluation théorique de celui-ci au regard des 10 principes et un troisième pour faire rapport des phases PER (préparation et intervention) et POST, portant sur les impacts de la formation. [en] This paper starts by presenting 10 principles that must conduct the conception (and the theoretical evaluation, during the PRE phase) of the specifications (i.e; the contractual terms of reference) of a training project. These principles are the following ones. (1) The distinction between the promotor, the designer or conceptor and the interveners (lecturers, animators, testimonies, etc.). (2) Evidence Based Education or EBB. (3) The systematic check of the various domains (according grids such as ASCID) that could present educational needs. (4) The alignment between the three pillars constituted by the objectives, the Methods and the Evaluations. (5) The distinction between competences and capabilities. (6) A clear vision of distinct learning contents of and distinct mechanisms of learning. (7) A description of the methods based on a Learning Events Model (LEM) or actoms. (8) The distinction between formative assessment and certificative assessment. (9) A model of assessments and evaluations, named “5 out of 5” that considers 5 actors and 5 degrees of depth. (10) The contractual adoption of forms for description and evaluation in order to make clear the expectations, rights and duties and communication between all the actors, from the promotor (or producer) to the beneficiaries (the trainees), passing by the designers and the trainers. This article follows presenting a mode (named BECOMERIOR) of presenting the training design. It ends with the suggestion of three presentation forms. The first one for the design of the program, the second one for assessing this design on the basis of the 10 principles and the third one for reporting on the PER phase (preparation and action: the training process) and on the POST phase, i.e. the impacts, the effects of the training process.
Disciplines :
Education & instruction
Author, co-author :
Leclercq, Dieudonné ; Université de Liège - ULiège > Département des Sciences de l'éducation > Département des Sciences de l'éducation
Language :
French
Title :
Concevoir le cahier des charges d'une formation et des ses évaluations
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