Evaluation et apprentissage : l'evaluation en arithmetique au cycle des apprentissages
Institution:
Toulouse 2Disciplines:
Directors:
Abstract EN:
Teachers hope for a theory of evaluation that precsibes means and conditions of correct evaluation. Epistemological treatment of didactic evaluationshows that all standard conception entail the destruction of its object: relativism, differenciation and diversity are the essential properties of the treatment of pupils' answers. That view is applied to evaluation in arithmetic in the beginners'classes. The hypothesis of "answering evaluation", linked to the "answering teching", a theory developed by l. Not, explains two facts: the preservation of the propose of didactic evaluation, i. E. The appropriation of knowledge, its structure and genesis; the protection against a cheating operator that pretends to turn an answer into a result. When the conditions of answering evaluation are not observed, evaluation becomes a pseudo or a meta-evaluation. The proof is established after a critical review of recent papers about the didactics of arithmetic and an analysis of a variety of non didactic evaluation. The purpose of the thesis was to examine two possibilities : the practice of evaluation by the teacher in the class-room and the content of the training of teachers for evaluation.
Abstract FR:
Relativite, differenciation et diversification sont les caracteristiques qui definissent le concept d'evaluation. Sa construction resulte de la decomposition du concept d'appreciation sous ses trois formes: la correction, le controle et la notation. Sa fonction est d'assurer le traitement didactique des reponses scolaires. Est didactique une evaluation qui concerne l'apprentissage d'un contenu disciplinaire specifique et qui implique une classe identifiee par le maitre et les eleves qui la composent. D'ou le sous-titre de la these. L'hypothese de l'evaluation repondante, liee a la theorie de l'enseignement repondant elaboree par l. Not, conserve le but du systeme de l'evaluation et protege son organisation contre les perturbations d'un operateur-tricheur e qui effec-. Tue la transformation immediate des reponses en resultats. Invoquant des conceptions recentes de la didactique de l'arithmetique et des dispositifs d'evaluation non didactiques, la validation de l'hypothese etablit les notions de pseudo et de meta-evaluation. Validee, l'hypothese de l'evaluation repondante explique la possibilite et les conditions d'une formation des maitres du cycle des apprentissages a la pratique de l'evaluation en arithmetique, objectif de la these.