Word from the editor
There are many ways for young people to demonstrate their learning. Sometimes by allowing them to step outside the box and be creative, they can surprise us in a fun way. For example, some will excel at writing, others at speaking and some will want to create a model with their own hands.
Fortunately, the opportunities for students to demonstrate their skills have never been greater (with digital technology adding to the traditional arsenal). Beyond the paper-and-pencil exam, they can express what they have retained and understood about a notion through various productions: oral report, video clip, schematic illustration, written production, etc.
All the learning traces they leave during the school year allow us to establish an accurate picture of their abilities and to determine the level of achievement of the planned learning targets, based on concrete elements.
"A trace, or evidence of learning, is a demonstration of what the student knows, can do, and/or can express."
To this end, schools are increasingly interested in the concept of triangulating evidence of learning. This involves the teacher collecting evidence of student learning from three different sources: oral expression (including conversations), observation of attitudes and behaviours, and productions (written or otherwise). The teacher can then consider the sum of this evidence to determine the final grade for his or her students.
This issue proposes ways to initiate, simplify or enrich a process of collecting student learning traces. It discusses effective integration into practices practices, collecting, organizing and evaluating the traces, and finally providing feedback on them. Concrete examples are presented, including the virtual school of the Conseil scolaire acadien provincial in Nova Scotia. in Nova Scotia, and useful tools are suggested (on this subject, do not miss the central pages).
It's not about changing everything overnight, but about taking a step further to let students make their mark.
Martine Rioux, Editor-in-Chief (@riomarti)
Audrey Miller, editor (@millaudrey)
December 2022 - Vol. 25 No. 2
Alexandra Coutlée, Laurie Couture, Stéphane Hunter, Caroline Labbé, Karyne Lachance, Mathieu Mercier, Lucie Michaud, Marie-Andrée Ouimet, Dominique Pissard, Pierre Poulin, Martine Rioux, Éric Therrien, Patrice Tourangeau
Editor in Chief
Director of Development
Tracey-Lee Batsford, Audrey Miller, Alexandra Coutlée
Review of proofs
Laurie Couture, Karla Mora
Kate-Lyn Lapointe (EMBLÈME Communication)
Legal deposit 4th quarter 2022
National Library and Archives of Quebec Library and Archives Canada
ISSN 1706-0907 (Print)
ISSN 2369-1662 (Digital format)
The professional magazine for teaching in the digital age!
EngagED Learning magazine supports and inspires teachers, educational consultants and school administrators. There are 3 new issues per year, available in print and digital format. Subscribers also have access to exclusive online content. You can subscribe personally or take advantage of a school or institutional license.