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L’évaluation des compétences en contexte scolaire: des pratiques négociées
| Content Provider | Semantic Scholar |
|---|---|
| Author | Morrissette, Joëlle Legendre, M. |
| Copyright Year | 2012 |
| Abstract | Over the past i fteen years, many countries have opted for a curriculum dei ned in terms of competencies to be developed. It is the question of assessment that seems to generate most questioning, both in professional and scientii c settings. We wish to contribute to the ongoing rel ection by shedding light on issues pertaining to assessment of competencies. In order to do so, we will, i rst of all, situate assessment in the larger context of a social practice that is more and more called upon. Following so, we will highlight the challenges brought on by the assessment of competences in school for teachers struggling to compose with increased formal assessment demands as well as a continuous formative assessment required to support the development of competencies. As we will see, teachers negotiate this tension by deploying “pragmatic agreements”, a re-working of the ministry’s orientations in accordance with the constraints and resources of their practice. Mots clefs: competences, evaluation, pratique, contexte educatif. |
| Starting Page | 133 |
| Ending Page | 147 |
| Page Count | 15 |
| File Format | PDF HTM / HTML |
| Volume Number | 2 |
| Alternate Webpage(s) | http://riviste.unimc.it/index.php/es_s/article/download/189/117 |
| Alternate Webpage(s) | https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/21528/Morrissette%20et%20Legendre%202011.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
