Evaluer la qualité des dispositifs de formations : confrontation de différentes conceptions d'évaluation des formations

6533b7dbfe1ef96bd126fda5

RESEARCH PRODUCT

Evaluer la qualité des dispositifs de formations : confrontation de différentes conceptions d'évaluation des formations

Isabelle Gillet Daniel Gilibert

subject

[SHS.PSY] Humanities and Social Sciences/Psychology [ SHS.PSY ] Humanities and Social Sciences/Psychology représentation des acteurs de la formation modèles d'évaluation [SHS.GESTION]Humanities and Social Sciences/Business administration [SHS.PSY]Humanities and Social Sciences/Psychology implication des acteurs démarche qualité

description

Le document est disponible en ligne : http://www.essachess.com/index.php/jcs/article/view/62Commentaires : Article en libre accès; International audience; L’objet de cet article est de démontrer que certaines conceptions d’évaluation de formation sont plus compatibles que d’autres à une démarche de qualité totale. En effet, plusieurs pratiques d’évaluation s’affrontent. Elles sont ainsi présentées dans une première partie : le modèle de Kirkpatrick à quatre niveaux d’impact (réactions, apprentissage, transfert d’apprentissage et retombées pour l’organisation), ses approfondissements comme le modèle de Kraiger découlant des théories d’apprentissage, et les conceptions les plus récentes prenant en considération l’avis des différents acteurs concernés (Michalski & Cousins). Sur la base de ces contributions et de quelques pratiques originales, nous essayons de faire ressortir les éléments les plus adaptés à une démarche de qualité totale.

year	journal	country	edition	language
2009-01-01

https://hal-univ-bourgogne.archives-ouvertes.fr/hal-00588952/file/GilletGilibert.pdf

PEPhysical Sciences and Engineering
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