Processus de négociation didactique et mesure du niveau des élèves : des fonctions concurrentes de l'évaluation (notice n° 382298)
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| control field | 20250119023938.0 |
| 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 | Millon-Fauré, Karine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Processus de négociation didactique et mesure du niveau des élèves : des fonctions concurrentes de l'évaluation |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2013.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 92 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article s’intéresse aux éventuels biais qui pourraient apparaître durant une évaluation sommative notée. Après avoir retracé les diverses fonctions assignées à ce processus, ainsi que les perturbations évoquées dans les recherches antérieures, nous avons voulu mieux comprendre les pratiques effectives, notamment dans les établissements ECLAIR (écoles collèges lycées ambition innovation réussite). Pour cela, nous avons cherché à perturber l’équilibre de la relation didactique en proposant à quinze classes de quatrième, issues de collèges divers, un énoncé mathématique conforme aux exigences institutionnelles. En étudiant les réactions des enseignants et des élèves durant les différentes étapes de cette évaluation externe, nous avons pu mieux comprendre quelles étaient leurs pratiques ordinaires. Nous avons ainsi mis en évidence, tout particulièrement dans les établissements ECLAIR, diverses concessions susceptibles de dénaturer le processus d’évaluation. Ces manifestations d’un jeu alternatif conjoint au sein de la classe confèrent parfois comme seul objectif à l’évaluation, le maintien de la relation didactique, au détriment de toute autre fonction et notamment d’une éventuelle mesure du niveau des élèves. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Processes of Didactic Negotiation and Measures of Student Achievement : Competing Functions of the Evaluation Process This paper focuses on any biases that might emerge during a graded summative evaluation. After having gone over the functions assigned to this process, and recalled the variety of disruptions to the process brought to light by previous research, we wanted to better understand how the process was actually put in practice, in particular in ÉCLAIR institutions ( écoles collèges lycées ambition innovation réussite – primary and secondary schools ambition innovation success, a combination of words which in French spells éclair or flash). To this effect we tried to disrupt the didactic relationship by giving fifteen Quatrième (Year 9) classes from a variety of secondary schools a standard maths topic, answering the requirements of the academic institution for this level. By studying the reactions of students and teachers during the different phases of this external evaluation we were thus able to understand the way they usually functioned. We have brought to light, in particular in ÉCLAIR institutions, a number of concessions susceptible of distorting the evaluation process. These manifestations of a joint reciprocal game at the heart of classroom interaction sometimes give the evaluation process as its only goal that of maintaining the didactic relationship to the detriment of any other function and particularly to that of eventually measuring the students’ achievements. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | évaluation externe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | docimologie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | jeu alternatif conjoint |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | établissements ÉCLAIR |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | note |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | relation didactique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | évaluation sommative |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ÉCLAIR institutions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | grade |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | summative evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | joint reciprocal game |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactic interaction |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | docimology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | external evaluation |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 36 | 2 | 2013-11-01 | p. 149-166 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2013-2-page-149?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2013-2-page-149?lang=fr&redirect-ssocas=7080</a> |
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