Résumés
Abstract
This research documented the know-how of five elementary-school teachers regarding formative assessment, working from their point of view on the question. Group interviews gave them the opportunity to negotiate their “ways of doing things,” by revisiting and elaborating upon assessment episodes that had been previously identified on classroom videotapes. An interactionist analysis served to describe the territory of formative assessment according to the range of their formal and informal “ways of doing things.”
Résumé
Cette recherche a documenté le savoir-faire d’un groupe de cinq (5) enseignantes du primaire en matière d’évaluation formative des apprentissages, et ce, à partir de leur points de vue. Des entretiens de groupe leur ont permis de négocier leur ‘manières de faire’ à partir de l’explicitation d’épisodes d’évaluation formative préalablement identifiés sur des enregistrements vidéo produits dans leur classe. L’analyse interactionniste réalisée conduit à décrire le territoire de l’évaluation formative selon l’éventail de leurs ‘manières de faire’ tant formelles qu’informelles, et à distinguer des conventions de la culture professionnelle des enseignantes à partir des ‘manières de faire partagées’, des routines ou théories-en-usage singulières à partir des ‘manières de faire admises’ et, enfin, des accords pragmatiques permettant de concilier la visée de soutien aux apprentissages de l’évaluation formative et certaines pressions sociales à partir des ‘manières de faire contestées’.
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Parties annexes
Biographical note
JOËLLE MORRISSETTE is an assistant professor at the Faculty of Education of Université de Montréal since June 2009. Her work stems from two fields of research: learning assessment and qualitative research methodology. She focuses on collaborative approaches with teachers, to formalize their practical knowledge.
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Parties annexes
Note biographique
JOËLLE MORRISSETTE est professeure-adjointe à la Faculté des sciences de l’éducation de l’Université de Montréal depuis juin 2009. Ses travaux s’inscrivent dans deux domaines : l’évaluation des apprentissages et les méthodologies qualitatives. Elle privilégie les approches collaboratives avec les enseignants, visant la formalisation de leurs savoirs pratiques.