L’objectif d’une évaluation inclusive face au contrôle scolaire et à l’inaccessibilité pédagogique (notice n° 1630859)
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| fixed length control field | 03545cam a2200397 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260111104307.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Benoit, Hervé |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L’objectif d’une évaluation inclusive face au contrôle scolaire et à l’inaccessibilité pédagogique |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 41 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | La scolarisation inclusive a contribué à désinvisibiliser des pratiques évaluatives différenciatrices et sélectives, source de micro-violences, que l’objectif d’une éducation inclusive, et donc d’une évaluation inclusive, heurtait de front. Porté par ce premier élan éthique, cet article interroge, au-delà de la technicité des pratiques, les usages sociaux de l’évaluation dans une perspective à la fois socio-pédagogique, historique et heuristique. Son objet est de contribuer à un cadre théorique renouvelé pour la recherche et les pratiques en vue d’une ingénierie de l’évaluation inclusive. Trois axes sont abordés : le premier concerne la conception universelle de l’accessibilité présentée par la Convention internationale des droits des personnes handicapées (CIDPH) ; le deuxième est socio-scolaire et s’attache à caractériser les différentes visées sociales du processus d’évaluation dans le système scolaire français ; le troisième croise l’analyse didactique a priori de la situation d’apprentissage et la prise en compte par la psychologie cognitive des opérations mentales sous-jacentes à l’activation des compétences scolaires. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Inclusive education has contributed to making visible differentiating and selective assessment practices, a source of micro-violences, which the objective of inclusive education, and therefore of inclusive assessment, directly clashed with. Driven by this first ethical impulse, this article questions, beyond the technicality of the practices, the social uses of assessment from a socio-pedagogical, historical and heuristic perspective. Its purpose is to contribute to a renewed theoretical framework for research and practices with a view to engineering inclusive assessment. Three axes have been addressed: the first concerns the universal conception of accessibility presented by the International Convention on the Rights of Persons with Disabilities; the second is socio-academic and seeks to characterize the different social aims of the assessment process in the French school system; the third intersects the a priori didactic analysis of the learning situation and the consideration by cognitive psychology of the mental operations underlying the activation of academic skills. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Accessibilité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Conception universelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Différenciation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Éducation inclusive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enjeux épistémiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Évaluation scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Médiation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Micro-violences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Valeurs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Accessibility |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Differentiation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Epistemic issues |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusive education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Mediation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Microviolences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | School assessment |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Universal design |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Values |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bortolon, Sandrine |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 103 | 2 | 2025-12-09 | p. 40-57 | 2609-5211 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2025-2-page-40?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2025-2-page-40?lang=fr&redirect-ssocas=7080</a> |
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