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L'évaluation au cœur des apprentissages

Abstract : The educational treatment of knowledge generally appears inseparable from the processes used to assess it; examinations and the various forms of evaluation play a central role in educational systems, whether as proof of training (certification assessment), to check whether knowledge and competencies have been acquired (summative assessment), to assess the level reached and the student's potential to continue in one way or another (forecasting assessment), to measure the level reached by an age group or a school population (diagnostic assessment), etc. All these forms of assessment are important and sometimes omnipresent in the way education systems operate. They invite consideration of the problem of the role of marking and the impact these different kinds of assessment have on the piloting of syllabuses and the curriculum They are also deeply questioned by the development of the competency-based approaches, which call into question conventional assessment forms and tools. In this issue we have generally preferred to talk about "assessment for learning", sometimes also called "formative assessment", rather than "assessment of learning". In other words, how does assessment come into play in the course of the very process of learning, to facilitate it, redirect or control it, rather than as a form of disciplinary measure applied on an a posteriori basis? Within this framework, special attention will be given to student engagement in the assessment processes, including the various dimensions that self-assessment may take. The question of the portfolio in education, which concentrates many expectations surrounding these subjects, will be dealt with separately.
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https://halshs.archives-ouvertes.fr/halshs-00473757
Contributor : Laure Endrizzi <>
Submitted on : Monday, April 19, 2010 - 11:36:26 AM
Last modification on : Friday, October 23, 2020 - 4:39:54 PM
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Laure Endrizzi, Olivier Rey. L'évaluation au cœur des apprentissages. 2008. ⟨halshs-00473757⟩

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