L'évaluation de l'action éducative comme apprentissage et négociation

Bibliographic Data

ID8113192
AuthorsLise Demailly (0000-0003-4690-6652, corresponding author)
Year2003
Volume142
Issue1
Pages115-129
Publication date2003-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueRevue française de pédagogie (JOURNAL)
Journal identifiersISSN: 0556-7807 • E-ISSN: 2105-2913
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/rfp.2003.2938
OpenAlexW1999037279
LanguageFR
Citations received9

The author states that teachers and headteachers are usually opposed to school evaluation and to the evaluation of their work through the evaluation of pupils achievement. She thinks about the dynamics of the resistance and the theoretical framework of its conception. First, assessment practice is considered as a strategy where relations of power and interest are at stake ; second it is a political process implying struggles between various conceptions of the world and projects to organize the society ; third, it is a cognitive process producing knowledge. The article presents a case study which shows the importance orbeing confident in the availability of an evaluation process which actually affects practices and representations. On the basis of this evaluation, it is possible to negotiate collaborative learning. However we may understand why teachers are so reluctant to accept technicist forms of evaluation : there is a gap between them and their subjective conditions of professional practice

Business · Cognition · Epistemology · Negotiation · Political science · Politics · Resistance (ecology · Social science · Sociology · Valuation (finance · Education, sociology, and vocational training · Educational Practices and Policies · Philosophy, Sociology, Political Theory · Psychology · Law · Philosophy

Tools

Open DOI