Gruber Jost, Sylvie <br/><br/>
Co-evaluation and the role of school assessment in the negotiation of knowledge at the high school level 

 -  2026.<br/>							 
<br/><br/> 98 
<br/><br/> 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.