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

Author

Listed:
  • Isabelle Gillet
  • Daniel Gilibert

    (EPSYLON - Dynamique des capacités humaines et des conduites de santé - UM1 - Université Montpellier 1 - UPVM - Université Paul-Valéry - Montpellier 3 - UM - Université de Montpellier)

Abstract

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.

Suggested Citation

  • Isabelle Gillet & Daniel Gilibert, 2009. "Evaluer la qualité des dispositifs de formation : confrontation de différentes conceptions d'evaluation des formations," Post-Print hal-03062791, HAL.
    • Handle: RePEc:hal:journl:hal-03062791
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