Résumé:
An in-depth evaluation cycle that takes place over seven, eight, or even ten years cannot always facilitate program improvement or be conducive to the changes required, especially given that needs are often felt over a much shorter time. Determined to maintain or enhance the quality of the education they offer on a more frequent basis, some colleges have already modified their evaluative practices in order to better “take the pulse” of their programs more regularly and, if necessary, remedy the situation more quickly. In part one of this article (which was published in the previous issue of Pédagogie collégiale under the title “The Evaluation Process” (Vol. 28, No. 3), Ms. Carle placed the question of curriculum evaluation in context and discussed some of the principles that, in the view of certain Quebec authors, should govern any evaluation process. These theoretical perspectives determined the way in which she presents the information in part two, which consists of a summary of the remarks exchanged at an intercollegiate meeting held at the Collège Montmorency in October 2014.
