Analyse d'Erreurs Conceptuelles dans le Cadre de l'Évaluation Formative de l'Apprentissage de Concepts
Keywords:
Formative evaluation, Diagnostic assessment, Instructional characteristicsAbstract
The purpose of this study is to demonstrate, in the context of formative evaluation, that a measuring instrument constructed according to the diagnostic model developed by Suzan Markle and Philip Tiemann (1969) is sufficiently sensitive and sufficiently reliable to detect the conceptual errors likely to be made by a student at the beginning of concept learning. The results obtained from a sample of 180 Grade six students who were taught three different concepts under three modes of instruction, enabled us to demonstrate that conceptual errors, such as over-generalization or under-generalization are closely associated with the specific characteristics of the instruction. Moreover, the link between the conceptual errors on the one hand and the characteristics of instruction on the other hand is relatively independent of such factors as the type of concept taught or the level of analytic ability of the subjects.
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