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Authors
Advisor(s)
Abstract(s)
Lorsque nous parlons d’évaluation aujourd’hui, la tendance générale est à opposer
savoirs (connaissances) et savoir faire (compétences). Or, depuis plus de quinze ans,
nous sommes exposés à de nombreuses interprétations contradictoires des nécessités
de l’économie de marché. D’une telle constatation, il en résulte que la focalisation des
recherches autour de la dichotomie « savoirs / savoir faire » ou « connaissances /
compétences » ne semble pas justifiée. C’est ainsi qu’on assiste à une survalorisation
du cognitif qui priorise le résultat sur le processus. Par ailleurs, l’opposition entre
savoirs et savoir faire n’a pas grand sens si nous pensons au caractère complémentaire
et incontournable des deux composantes. Cela induit une focalisation superficielle sur
un débat qui nous semble déjà dépassé. De plus, pourquoi se limiter à ces deux
composantes lorsque nous savons que notre monde requiert chaque fois plus du noncognitif.
Face à de telles constatations, nous proposons d’opter délibérément pour une
évaluation personnalisée au service d’un collectif, à travers laquelle le savoir-être est
synonyme de centration sur l’apprenant, le savoir paraître permet d’évaluer la
capacité d’identification et de distanciation (ou comment se mettre dans la peau de
l’autre : sujet ou objet) et le savoir devenir permet aux formateurs le passage d’une
dialectique « sujet/objet » à une trialectique « sujet / objet / projet ». Au niveau
pratique, une telle approche priorise une évaluation multi-profils intégrant une
évaluation formative et continue d’un côté, un test des connaissances et des
compétences comme évaluation normative de l’autre et, enfin, un projet personnalisé
pour évaluer le savoir devenir.
Abstract When we talk about evaluation today, the general trend is to oppose knowledge (knowledge) and know-how (skills). However, for over fifteen years, we are exposed to many contradictory interpretations of the requirements of the market economy. In such a finding, it follows that the focus of research around the dichotomy of "knowledge / know-how" or "knowledge / skills" does not seem justified. Thus we are witnessing an overvaluation of cognitive that prioritizes the result of the process. Moreover, the opposition between knowledge and skills do not make much sense if we think about complementary and essential character of the two components. This induces a superficial focus on a debate that seems already outdated. Moreover, why limit yourself to these two components when we know that our world requires ever more non-cognitive. Faced with such findings, we propose to deliberately opt for a personalized assessment for a collective, through which knowledge is synonymous with being centration learner, knowledge seem possible to evaluate the ability of identification and distancing (or how to get into the skin of another, subject or object) and of becoming allows trainers passing a dialectic "subject / object" to a trialectic "subject / object / project". On a practical level, this approach prioritizes a multi-profile incorporating formative assessment and ongoing evaluation of a hand, a test of knowledge and skills as a normative assessment of the other, and finally a custom project to assess knowledge become.
Abstract When we talk about evaluation today, the general trend is to oppose knowledge (knowledge) and know-how (skills). However, for over fifteen years, we are exposed to many contradictory interpretations of the requirements of the market economy. In such a finding, it follows that the focus of research around the dichotomy of "knowledge / know-how" or "knowledge / skills" does not seem justified. Thus we are witnessing an overvaluation of cognitive that prioritizes the result of the process. Moreover, the opposition between knowledge and skills do not make much sense if we think about complementary and essential character of the two components. This induces a superficial focus on a debate that seems already outdated. Moreover, why limit yourself to these two components when we know that our world requires ever more non-cognitive. Faced with such findings, we propose to deliberately opt for a personalized assessment for a collective, through which knowledge is synonymous with being centration learner, knowledge seem possible to evaluate the ability of identification and distancing (or how to get into the skin of another, subject or object) and of becoming allows trainers passing a dialectic "subject / object" to a trialectic "subject / object / project". On a practical level, this approach prioritizes a multi-profile incorporating formative assessment and ongoing evaluation of a hand, a test of knowledge and skills as a normative assessment of the other, and finally a custom project to assess knowledge become.
Description
Keywords
Évaluation Savoirs Compétences Non-cognitif Personnalisation Projet Evaluation Knowledge Skills Non-cognitive Customization, Project
Citation
Brouté, A. (2014). Une évaluation au service des apprenants, de leurs projets et de la société entière. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 566-577). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa