La rétroaction audio, une modalité d’évaluation plus efficace ? Un cas d’utilisation en contrôle continu de mathématiques

Continuous assessment, a pedagogical practice that has been omnipresent in the French university system for some years, should help student success, encouraging learning and progress over a long period of time. But for this modality to be a true pedagogical transformation, the learner's and teacher's vision of assessment must go far beyond the mark. This article analyzes feedback in the form of audio recordings, combined with the use of a criterion-based grid, in the context of continuous assessment in a mathematics course. On the basis of a self-reported questionnaire, we find significant positive effects of this modality on the accuracy of feedback, the declared usefulness for learners, and their emotional feelings.