TY  - BOOK
AU  - Gruber Jost,Sylvie
AU  - Prignot,Patrick
TI  - Co-evaluation and the role of school assessment in the negotiation of knowledge at the high school level
PY  - 2026///.
							
N1  - 98
N2  - 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
UR  - https://shs.cairn.info/journal-phronesis-2026-4-page-64?lang=en&redirect-ssocas=7080
ER  -