Evaluating undergraduate students’ referencing competencies: Practices declared by university teachers
This article addresses the issue of teaching and evaluating referencing competencies by focusing on three objectives: identifying learning goals defined by professors to develop referencing competencies, identifying feedback practices implemented by teachers, and identifying formal evaluation practices for students’ referencing competencies. The analysis of data collected from 20 university teachers through semi-structured interviews shows that teachers do not necessarily consider referencing competencies as their teaching responsibility, that feedback is mainly focused on the final version of the assignments and that formal evaluation is very tolerant. Finally, this article proposes avenues for reflection to go beyond the question of the aesthetics of referencing to achieve proper development of referencing competencies for students in our universities.