(continuation of the file)
Can technological aids be used during ministerial evaluations? Yes, if they are included in the student's intervention plan and if the student has been trained. In his Info / Sanction 10-11-013, the MELS specifies that a “The student's situation analysis report must be included in his file. The link between the measure and the student's particular need, recognized by school personnel, must be established in an intervention plan. This measure must be used regularly by the student during learning and evaluation and it must involve the student's decision-making. "
Among the measures authorized by the MELS for students with special needs, note the use of a reading or writing aid, including during the reading tests. “A speech synthesis, for example, will allow the student to have his text read to him and to decode the written words. The links between the sentences, the comprehension of the text as a whole, the inferences and the choice of strategies are made in the head of the student, and not in the software, explains Mélanie Lessard, pedagogical advisor in French at the Commission scolaire des Tributaries. And since such a tool is allowed, it's a bit of a commotion at the time of the trials. This is because we need to test whether the digital versions of the exams are compatible with the software used by the students. "
In fact, in addition to the stress of evaluations, students in difficulty should not have to experience stress related to technology. When he selects his text, the text-to-speech should work correctly. When filling out a response form provided by the MELS, this must be done without technical hiccups. And when he delivers his final copy, he must be able to save it properly so he doesn't have to start over. This is why we insist so much on the fact that he is trained throughout the school year. "In class, it creates unequal situations if a teacher does not think of encouraging a student to use his laptop for a writing situation or to bring a scanned copy of a text for a reading situation," notes Isabelle Goyette. . I repeat to my students that if they do not practice, that they will not be able to use their computer for the end-of-year exams. "
The MELS also allows students with special needs to have up to a third more time to write their exams. During her work in the field with such students, Isabelle Goyette observes that it is not always easy for her students to take the test in the requested time, even if it is increased, because they have other difficulties. For her part, Maude Lymburner notes that not all students need this time adjustment. “Our goal is to make them more skilled at using their tools and that they can do it at the same time as everyone else. To begin with, we give them more time to cross the street, she imagines. But we are working hard to get them through in the time required. I see some students at the end of high school who have become super good and who finish before the others because they use their writing tools. They tell me “I don't have to rewrite my draft, I focus on my syntax and my self-correction, I save time!” "
The exam tablet?
Measure 30810 allows only one technological tool per student. You have to choose a tablet or a computer, hence the importance of properly identifying the needs. “For the moment, when the needs of the student are at the level of dyslexia or dysorthography, the most used tools do not work as well on the tablet as on computers, experimented Richard Ayotte. For example, WordQ and Antidote work, but differently. "
Moreover, theInfo / Sanction 10-11-013 mentions that Internet access must be limited during ministerial examinations and that stations in a network cannot communicate with each other. Whether a tablet or a computer is the work tool of the student in difficulty, it cannot be used if the wireless network has not been deactivated at the time of the test.
Also, even if tablets or computers are used in a one-to-one educational project in a regular elementary or secondary school class, these technologies cannot be used during ministerial examinations, because they are not included in the intervention plan. students. To this end, “is it consistent that an entire class develops strategies throughout the year in an iPad experiment and cannot use its technology for year-end reviews? Richard Ayotte wonders.
SUMMARY OF THE FILE:
1. Know success at last through technology
2. ICTs to help students with learning disabilities: an injustice to others?
3. Technologies for assisting learning disabilities: the technopedagogical challenge for teachers
4. Digitizing your traditional equipment: a survival guide
5. Deployment of technological aids: changes to be expected in the classroom
6. Assistive technology and ministerial assessment