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Loto-questionnaires (pour l'evaluation et l'auto-controle en mathématiques)

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Abstract

Although the concept of risk has affected measurement methods for a long time, it seems not to be used generally in the evaluation of mathematics learning. In this paper we present some consequences of its use, and a particular kind of questionnaire which we call a loto-questionnaire. This appears as a cartesian product I x C of a set I, the set of items, and of set C, the set of choices. The set of items is a representative sample of possible questions concerning a mathematical subject, and the set of choices is derived from the learning requisites, so that the pattern of the correct answers may be statistically significant. After a short theoretical analysis of the constraints surrounding such questions, we present some results arising from their use. We think that loto-questionnaires may be useful for self-evaluation, but so far we have not used them for that purpose.

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Bibliographie

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Authors and Affiliations

  1. Université Louis Pasteur, France

    F. Pluvinage

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  1. F. Pluvinage
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Additional information

Le présent article est consécutif aux travaux d'un groupe de l'IREM de Strasbourg, qui a fonctionné en 1976–77. Ce groupe était animé par l'auteur de l'article et était composé de Mmes. L. Chopard-Lallier et E. Perrin, et de MM. V. Casassas, C. Mossmann, A. Rocland, J. Schwartz et J. P. Wilhelm.

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Pluvinage, F. Loto-questionnaires (pour l'evaluation et l'auto-controle en mathématiques). Educ Stud Math 10, 443–485 (1979). https://doi.org/10.1007/BF00417090

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  • DOI: https://doi.org/10.1007/BF00417090

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