Abstract EN:

To day's educators are being questioned by the increasing amount of literature and talk about evaluation. School authorities themselves are busy setting up evaluation processes on a wide scale at the end of the third grade. In this study, within the framework of our own practice, we have done some research on our own evaluation processes in order to fulfill the needs of our pedagogical action which we want to be both active and cooperative. We have found that only formative evaluation answered that purpose. The learner should be helped, informed and assisted all through his her school years. He she should never be eliminated, selected, ranked if we want to reduce inequalities at school. To do so, we had to implement our evaluation processes in many ways and make them function. What we have achieved will be described in our thesis. It means that teachers have to be self-trained too, to reach that goal and the theoretical feedback involved in the process lead us to unravel and face lift the theoretical models. These models are being criticized nowadays by many people who wish to limit their scope by giving formative evaluation a logical bias which has no place there in.