Validation of a perception’s scale, according to students, of the adequacy of the classroom assessment practices
In Quebec, school reforms instituted between 1986 and 2004 at the various levels of education are mainly aimed at developing competencies. Knowledge of instructional practices and, in fact, the practices of assessment of learning, could lead to a better understanding of the results of the reality in the classroom. Proposed by Raîche (2006), the PIEA framework sets out the following characteristics of classroom learning assessment practices: planning, integration, equity and authenticity. A sample of 1975 students enrolled in Quebec’s technical and pre-university college programs responded to a questionnaire consisting of 24 items. The analyzes carried out to determine the number of dimensions to be retained and to explore the various factor solutions identified a four-factor model associated with the characteristics proposed by the PIEA model, but not exactly the same.