Le nouveau microprogramme de premier cycle en analyse des mégadonnées en sciences humaines et sociales offre deux nouveaux cours à la session d’automne qui pourraient intéresser vos étudiant-e-s. Les plans de cours sont en pièces jointes. Voici le descriptif des cours qui sont ouverts aux étudiant-e-s de tous les niveaux avec ou sans expérience de programmation :
FAS1002. Initiation à la programmation en sciences sociales (3 crédits). Enseignant Samuel Guay (https://osumontreal.ca/). Horaire : Automne 2021, mardi 16:00-19:00.
Apprentissage du langage R de programmation. Présentation des concepts de bases, objets, opérateurs et fonctions. Initiation à l’univers tidyverse et à la manipulation de bases de données relationnelles.
FAS1003. Visualisation des données (3 crédits). Enseignante : Florence Vallée-Dubois (https://florencevdubois.github.io). Horaire : Automne 2021, mercredi 16:00-19:00.
Visualisation de différents types de données dans l’environnement R. Présentation de concepts de représentation graphique de données en statistique. Introduction aux différents modules pour la réalisation de graphiques interactifs et dynamiques dans R. Analyse de données géospatiales, textuelles, et de réseaux. Création d’applications web interactives pour la visualisation des données.
42nd Study Session of the Association pour le développement des méthodologies d’évaluation en éducation
“Renewal has always been, first and foremost, a return to the sources.” (Gary, 1967)
In spite of the apparent differences between the diverse perspectives and practices involved in assessment and measurement, the people who come together at ADMEE share a lot of interests and preoccupations. They certainly share more than they differ. Whether they are interested in classroom assessment, language assessment or medical pedagogy, whether they rely more on qualitative or quantitative methods, they all share certain epistemological questionings, an assessment procedure whose steps are similar regardless of the context or the instruments that are used, and a constant desire to produce socially and scientifically relevant research. Over the last years, the study sessions of ADMEE-CANADA have hosted a wealth of presentations on an impressive variety of topics and contexts that went well beyond the chosen themes and special topics of interest. In the end, the common source of all these presentations rests on basic questions we all face: “Why do we want to assess or measure?” “What information will we collect in order to reach our goals?” “What decisions will we make with that information?” This explains why, more than forty years after its foundation, ADMEE-Canada has succeeded in adapting and renewing its views in order to stay relevant.
We would like to celebrate a return to the sources by emphasizing the wealth of interests and practices of the people who come to our study sessions, whatever their fields, domains or the instruments they use to assess or measure. This renewal will take place at the bucolic Rouville Campbell Manor located in Mont-Saint-Hilaire. We therefore invite everyone who is interested in assessment or measurement to send us a proposal for an oral presentation, a quick presentation “My project in 180 seconds” or a symposium. The deadline to send a proposal is May the first. Proposals may be submitted in French or English.
Title: Beyond psychometrics: Comprehensive construct validation on the ground using examples from motivation and character skills assessments
Speaker: Dr. Sneha Shankar (Psychology, McGill)
Time: 2:00 – 3:00 pm, Feb 19 (W)
Place: 2001 McGill College, Room 464
Abstract: Measuring and validating unobservable constructs is a common task in psychology. Although psychometric measurement models can be applied to examine factor structure and item characteristics, these models do not wholly determine the validity of the construct. This talk presents work from systematic reviews of validation practices for motivation and goal measures, with discussion about what it means to have a valid measure. In the second part of my talk I will relate this validity process to evaluating a character skills assessment used for admission in thousands of students around the world. Moving from modelling to application I present numerous considerations in validation research, including issues of fairness and accuracy that are needed to establish that a scale effectively measures what is intended.
Dr. Sneha Shankar is a post-doctoral researcher in Dr. Jessica Flake’s lab.
CAME invites you to join us for our webinar sessions, designed to bring practical, evidence and experience based advice to Canadian health educators. The webinars are delivered by CAME using the Zoom platform, allowing full audio and visual communication and interaction between presenter and participants. The webinars offer an exciting opportunity to engage online with an expert and with colleagues in a live discussion on a key topic in medical education.
Registration is open to all but CAME members will receive a discounted fee.
This webinar will be delivered in French on Tuesday, March 10, 2020
Date: Tuesday, March 10, 2020 – This webinar will be delivered in French
Presentation: 12:00pm – 1:00pm EST
Title: Transcend opinion: Document the quality of your assessments using a contemporary approach to validity
Presenter: Dr Jean-Sébastien Renaud, Université Laval
Biography: Jean-Sébastien Renaud is an associate professor at the Université Laval Faculty of Medicine, with a PhD in Measurement and Evaluation from the same institution. Previously Director of Assessment for the Associate Dean of Education and Continuing Professional Development (2012 to 2018), he is now Director of the Graduate Program in Health Science Education. His teaching and research focus on the development and validation of assessment tools in health science education. He is also the Canadian editor of the journal Mesure et évaluation en éducation.
Description: Evaluation is a constant throughout medical education. Whether the stakes are high or low, assessment, in various forms, is present from the admissions process to continuing professional development (e.g., Multiple Mini Interviews, exams, OSCE, in-training evaluation reports, certification exams). Those responsible for these evaluations (e.g., clinical teachers, admissions committees, program directors, residency directors) often wonder how best to judge their quality. How can one transcend opinion and rigorously assess the quality of assessments?
With the help of examples, this webinar will explain how to judge the quality of an assessment using the contemporary approach to validity proposed in Standards for Educational and Psychological Testing (2014).
Objectives: By the end of this webinar, participants will be able to:
Explain the concepts of validity and validation
Describe the five types of validity evidence used to document the quality of an assessment
Name the factors that can influence the validity of an assessment
Discuss criticisms of the contemporary view of validity
Payment is accepted by CREDIT CARD or by cheque payable to the Canadian Association for Medical Education.
$20 for CAME Members *
$40 for non-members
$75 per webinar group registartion
Please email email@example.com for further instructions on how to register a group for the webinar.
*This discounted rate is available to CAME members only. CAME membership status will be validated prior to confirmation of registration.
How to Participate Once registered, the CAME office will contact you with details on how to join the webinar. During the webinar you can sit back and enjoy the presentation and discussion online through a broadband internet connection.
Technical requirements: To participate in this webinar you will need a computer with internet access, Flash Player and speakers. You will not have to download or install any software.
WHY CAME WEBINARS?
The CAME webinar series is designed to bring practical, evidence- and experience-based advice to Canadian health educators. The webinars offer an exciting opportunity to engage online with and expert and with colleagues in a live discussion on a key topic in medical education. Some sessions will be offered in English, others in French. Sessions will be presented by experienced Canadian educators who will discuss key issues and considerations for educators and teachers striving to optimize learning for their students. During every webinar, 10-15 minutes will be reserved for questions and answers. The overall aims of the webinar series are to enable Canadian health educators to: • list some contemporary challenges and solutions in health education • consider how these solutions may be useful in their education/teaching activities.
The study session is for researchers, students, practitioners and professionals from various testing and assessment backgrounds and from various fields (education, health, science and engineering, humanities and social sciences, arts, etc.)
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This book addresses current changes of education policies in a context of globalisation. It does so by focusing on the implementation of performance-based accountability policies in France and in Quebec (Canada). It questions the trajectory of these policies, their mediations and their instrumentation in various territories and schools through a theoretical framework which combines a North American neo-institutionalist approach with the perspective of the French sociologie de l’action publique. The book extends the current international literature on Englishspeaking experiences of hard accountability to research on “soft” accountability policies and proposes a deep investigation in two highly contrasted education systems. This investigation is multilevel and has led to field research both in schools, in intermediate authorities, and in central administrations for three years. The research presented in the book addresses the international literature on accountability in public administration and in education, the current transformations of governance in education, as well as the forms taken by the globalisation of education policies in countries differently exposed to international influences. The comparison highlights a convergent neo-statist trajectory of the performance-based accountability policy in the two countries, various forms of governance by results enacted at the local and meso level, and more intense impacts of these policies on schools and teacher’s practices in Quebec than in France.
The Measurement, Evaluation, and Research Methodology (MERM) Program at UBC is searching for a Tenure-Track Assistant Professor Position in Advanced Quantitative Methods. We hope you can share this job ad with prospective candidates who you think may be well-suited.