La coévaluation ou les enjeux de l’évaluation scolaire dans la négociation des savoirs au lycée (notice n° 2068543)
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| fixed length control field | 02362cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260405003537.0 |
| 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 | Gruber Jost, Sylvie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | La coévaluation ou les enjeux de l’évaluation scolaire dans la négociation des savoirs au lycée |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2026.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 12 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article analyse la coévaluation entre enseignants et élèves comme dispositif d’évaluation formative favorisant l’engagement et la réflexivité des apprenants. Inscrite dans le champ de la négociation des savoirs, la coévaluation ouvre un espace dialogique dépassant les limites de l’évaluation normative. Une recherche-intervention menée dans un lycée français a montré que ce processus révèle un agir ensemble souvent invisible. Les effets se traduisent par une meilleure compréhension des enjeux d’apprentissage pour les élèves et de l’évaluation pour les enseignants. La coévaluation apparaît ainsi comme un levier d’apprentissage expansif et d’émancipation, malgré les contraintes institutionnelles persistantes. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article analyzes co-assessment between teachers and students as a formative assessment approach that fosters learner engagement and reflexivity. Framed within the context of knowledge negotiation, co-assessment opens a dialogic space that transcends the limits of normative evaluation. An intervention-research project conducted in a French high school revealed a form of collective agency often invisible to both teachers and students. Its effects include a clearer understanding of learning issues for students and of assessment purposes for teachers. Co-assessment thus emerges as a lever for expansive and emancipatory learning, despite the persistent institutional constraints of traditional evaluation. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprentissage expansif |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | coévaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | émancipation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | négociation didactique ; agir-ensemble |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | co-evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collective action |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactic negotiation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | emancipation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | expansive learning |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Prignot, Patrick |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 15 | 4 | 2026-03-06 | p. 64-88 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-phronesis-2026-4-page-64?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-phronesis-2026-4-page-64?lang=fr&redirect-ssocas=7080</a> |
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