Au coeur du jugement professionnel en évaluation

Des Démarches De Triangulation

Bibliographic Data

ID8096899
AuthorsLinda Allal (0000-0002-6318-3129, corresponding author), Lucie Mottier Lopez (0000-0002-9374-7300)
Year2009
Volume22
Issue1
Pages25-40
Publication date2009-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLes dossiers des sciences de l éducation (JOURNAL)
Journal identifiersISSN: 1296-2104 • E-ISSN: 2272-9968
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/dsedu.2009.1164
OpenAlexW1021639059
LanguageFR
Citations received9

This article concerns teachers’ professional judgement when making assessments to determine grades in the student’s report card. It is based on an analysis of interviews with 10 sixth-grade teachers. After a presentation of the concept of triangulation as defined in publications on research methodology, the degree of correspondence with teachers’ assessment practices is examined. The results show that all the teachers use diverse forms of triangulation, aimed sometimes at validation, other times at enlarging their interpretation

Art · Epistemology · Geometry · Humanities · Interpretation (philosophy · Judgement · Mathematics education · Pedagogy · Presentation (obstetrics · Triangulation · Valuation (finance · Education, sociology, and vocational training · Educational Practices and Policies · Evaluation and Performance Assessment · Mathematics · Medicine · Psychology · Philosophy

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