2023-11-27 05:30:00
The middle and high school students concerned can have access to audio capsules via a QR code affixed to their copies. Teachers who are fans of this new method defend a “more personalized” answer key, even if it often turns out to be “more time-consuming”.
His red ink pen is never far away, but it is orally that Paul now comments on his students’ papers. Equipped with a microphone, the 43-year-old SVT teacher got into the habit of leaving oral assessments on the homework submitted by his six classes at a private high school near Lyon. He adopted this method three years ago, first to create a bond with his students during confinement.
Lasting two to three minutes, its audio corrections are accessible thanks to an individual QR code – carefully generated, printed and stuck on each copy by the teacher. The student just has to flash this code with their mobile phone to have access to the audio capsule recorded by the teacher.
“My corrections are more nuanced and more personalized,” he rejoices. “More positive and more constructive.”
A voice that “guides, reassures and advises”
“Speaking gives me greater flexibility and I thus avoid comments that are too general,” argues the professor. “I can really highlight the strong and weak points of the assignment, and guide the student when there is a specific point to rework.”
“We can target the detail of the detail, that’s what is interesting, especially for students with more difficulty,” agrees Romain Janover, professor of history and geography in a college in Carrière-sous-Poissy (Yvelines).
The teacher has the impression that his students now take his feedback more into account. According to him, the spoken word “de-dramatizes”, whereas the written word is colder. “Here I speak in a fairly light tone. “It’s a good way to avoid terse comments which destroy morale, and it can on the contrary boost their confidence. At least that’s what I hope.”
“What might be better than hearing the voice of your teacher who guides, reassures and advises?” Last February, the digital academic delegation (DNE) of the Lille academy praised this new correction method to his teachers on his website. It has since been followed by other academies such as those from Créteil, Poitiers, Toulouse or even Nantes.
More attentive students?
Although he was one of the first followers of the method, Paul did not stop using handwritten annotations, especially since SVT is “a fairly editorial subject”. “It’s a complementary tool, which enhances the correction,” he says.
Since last year, Nora Latroch has been doing it occasionally, with the 24 students in her sixth grade class at the Camille Claudel college in Vitrolles (Bouches-du-Rhône). This history-geography teacher “does not have time” to do this personalized debrief in class, so she intends to take advantage of the audio to “provide a more lively correction”, while involving parents in monitoring their children.”
“Listening promotes (the student’s) attention to certain areas of work,” she believes.
“So far, I have only had positive feedback from students and their parents, they tell me that they feel more concerned than by the written word which they tend to skim over,” enthuses the teacher .
A “time-consuming” mission
Although he also recognizes the benefits of this new correction method, Romain Janover nevertheless uses it sparingly because he finds that it tends to be “time-consuming”, since he must generate the QR code, print it, glue or staple it to each copy.
The method “extends copy management time”, notes Romain Janover, even if free platforms such as mon-oral.net or vocaroo.com were launched by professors to make things easier for their colleagues. “The technical manipulations are not very long in themselves, but put together it represents regarding two additional minutes per copy.”
“I have not yet found a way to optimize this time,” confides the professor, now obliged to correct his papers at home, and no longer necessarily in cafes as he was used to. He is also the only one to have taken the plunge in his establishment.
Each teacher is free to grade
Other teachers are more reluctant, like Arthur*, a history and geography teacher in a college in Dordogne. “Perhaps a little old school”, he sees in this new invention “yet another slightly technological gadget which gives the impression of having found a revolutionary tool”.
“In National Education, we like to reinvent the wheel,” comments this 50-year-old professor. “We see that National Education is investing a lot in digital technology, and despite everything, the level is falling.”
Ultimately, “it’s very complicated for something that should be simple”, not to mention “the additional work task that this represents for teachers”, he believes.
This new method is, however, left to the discretion of the teachers themselves. The Ministry of National Education tells BFMTV.com that it has not communicated specific directives and leaves teachers “a certain pedagogical freedom” in this matter.
Jeanne Bulant Journalist BFMTV
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