| 000 | 01272cam a2200169 4500500 | ||
|---|---|---|---|
| 005 | 20260412000234.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aGruber Jost, Sylvie _eauthor |
| 700 | 1 | 0 |
_aPrignot, Patrick _eauthor |
| 245 | 0 | 0 | _aCo-evaluation and the role of school assessment in the negotiation of knowledge at the high school level |
| 260 | _c2026. | ||
| 500 | _a98 | ||
| 520 | _aThis 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. | ||
| 786 | 0 | _nPhronesis | 15 | 4 | 2026-03-06 | p. 64-88 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-phronesis-2026-4-page-64?lang=en&redirect-ssocas=7080 |
| 999 |
_c2209488 _d2209488 |
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