Abstracts
Résumé
Initialement, la recherche sur l’évaluation formative des apprentissages relevait d’initiatives isolées, sans qu’il n’y ait de significations partagées dans la communauté scientifique, rendant difficile l’élaboration d’un portrait de cette recherche. Quarante ans plus tard, et sous l’impulsion des études qui se sont multipliées avec la vague de réformes éducatives dans les sociétés occidentales depuis une dizaine d’années, il devient possible de se donner une représentation du domaine aujourd’hui constitué. Il se démarque maintenant diverses tendances en recherche, regroupées autour de différents objets spécifiques rattachés à l’évaluation formative. Cette contribution vise à tracer un panorama de cette recherche en prenant en compte ce qui se fait tant dans le monde francophone qu’anglophone. Comme on le verra, aux côtés des démarches instrumentales bien connues, émergent maintenant des démarches plus informelles relevant de stratégies mises en place par l’enseignant dans le flux des interactions en classe.
Mots-clés :
- Évaluation formative des apprentissages,
- conceptions de l’évaluation formative,
- tendances en recherche,
- stratégies des enseignants
Abstract
Initially, research on formative assessment of learning resulted from isolated initiatives, without having shared meaning in the scientific community, rendering its portrait difficult. Forty years later, and with the multiplication of studies resulting from the wave of educational reforms in western societies in the past decade, it now becomes possible to gain a clear scope of the constituted field. It now distinguishes itself by various tendencies of research, gathered around different objects specifically attached to formative assessment. This contribution aims to give an overview of this research by considering what is done both in the Francophone and the Anglophone communities. As we will see, parallel to well known instrumental reasoning, now emerges informal methods stemming from strategies put into place by teachers in the flow of interactions taking place in the classroom.
Keywords:
- Formative assessment of learning,
- conceptions of formative assessment,
- research trends,
- teacher’s strategies
Resumo
Inicialmente, a investigação sobre a avaliação formativa das aprendizagens resultava de iniciativas isoladas, sem que houvesse significações partilhadas pela comunidade científica, tornando difícil a elaboração de um retrato desta mesma investigação. Quarenta anos mais tarde, e sob o impulso dos estudos que se multiplicaram com a vaga de reformas educativas das sociedades ocidentais na última década, tornou-se possível construir uma representação do domínio hoje em dia constituído. Com efeito, é possível distinguir actualmente diversas tendências na investigação, agrupadas em torno de diferentes objectos específicos ligados à avaliação formativa. esta contribuição pretende traçar um panorama desta investigação, tendo em conta o que se faz tanto no mundo francófono como no mundo anglófono. Como se verá, ao lado de procedimentos instrumentais bem conhecidos, emergem agora procedimentos mais informais resultantes de estratégias desenvolvidas pelo professor no fluxo de interacções com a turma.
Palavras chaves:
- Avaliação formativa das aprendizagens,
- concepções de avaliação formativa,
- tendências da investigação,
- estratégias dos professores
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Appendices
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