{"id":1492,"date":"2021-12-04T17:00:30","date_gmt":"2021-12-04T16:00:30","guid":{"rendered":"https:\/\/bildungsbericht.cuco.dev\/artikel\/digitalisierung-der-paedagogischen-diagnostik-von-evolution-zu-revolution\/"},"modified":"2021-12-05T20:38:40","modified_gmt":"2021-12-05T19:38:40","slug":"digitalisation-du-diagnostic-pedagogique-de-levolution-a-la-revolution","status":"publish","type":"article","link":"https:\/\/bildungsbericht.lu\/fr\/article\/digitalisation-du-diagnostic-pedagogique-de-levolution-a-la-revolution\/","title":{"rendered":"Digitalisation du diagnostic p\u00e9dagogique : de l\u2019\u00e9volution \u00e0 la r\u00e9volution"},"content":{"rendered":"<p class=\"p1\"><span class=\"s1\">L<\/span>es consid\u00e9rations autour de l\u2019expression \u00ab salle de classe num\u00e9rique \u00bb s\u2019orientent traditionnellement en premier lieu vers des sc\u00e9narios d\u2019application p\u00e9dagogiques et didactiques. Or, apprentissage et enseignement vont toujours de pair avec \u00e9valuation. Quiconque souhaite g\u00e9rer avec succ\u00e8s les processus d\u2019enseignement et d\u2019apprentissage, et parvenir \u00e0 une ad\u00e9quation optimale entre les cours dispens\u00e9s et la population scolaire se doit d\u2019\u00e9valuer r\u00e9guli\u00e8rement l\u2019\u00e9tat des comp\u00e9tences de cette population scolaire. Il va \u00e9galement sans dire que la certification pr\u00e9suppose une \u00e9valuation. Ce diagnostic p\u00e9dagogique en particulier \u2013 qu\u2019il soit formatif, sommatif ou certificatif \u2013 a \u00e9norm\u00e9ment \u00e0 gagner d\u2019une utilisation cibl\u00e9e des nouveaux m\u00e9dias et des nouvelles technologies, tant en termes d\u2019efficience (par exemple, \u00e9valuation automatique, logistique simplifi\u00e9e, plus d\u2019informations collect\u00e9es) que d\u2019efficacit\u00e9 (par exemple, psychom\u00e9trie am\u00e9lior\u00e9e et repr\u00e9sentation de comp\u00e9tences avanc\u00e9es, s\u00e9lection adaptative des t\u00e2ches, feedback en temps r\u00e9el, interrelation entre apprentissage et diagnostic) et d\u2019\u00e9quit\u00e9 (par exemple, standardisation accrue de la situation de test et de l\u2019\u00e9valuation, interfaces utilisateurs inclusives, \u00e9valuations sans recours \u00e0 la langue et multilingues).<\/p>\n","protected":false},"template":"","report_year":[],"chapter":[25],"class_list":{"0":"post-1492","1":"article","2":"type-article","3":"status-publish","5":"chapter-enseignement-secondaire-fr"},"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Digitalisation du diagnostic p\u00e9dagogique : de l\u2019\u00e9volution \u00e0 la r\u00e9volution - Rapport national sur l\u2019\u00e9ducation au Luxembourg 2021<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bildungsbericht.lu\/fr\/article\/digitalisation-du-diagnostic-pedagogique-de-levolution-a-la-revolution\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Digitalisation du diagnostic p\u00e9dagogique : de l\u2019\u00e9volution \u00e0 la r\u00e9volution - Rapport national sur l\u2019\u00e9ducation au Luxembourg 2021\" \/>\n<meta property=\"og:description\" content=\"Les consid\u00e9rations autour de l\u2019expression \u00ab salle de classe num\u00e9rique \u00bb s\u2019orientent traditionnellement en premier lieu vers des sc\u00e9narios d\u2019application p\u00e9dagogiques et didactiques. 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