Abstracts
Résumé
Ce texte a pour but de réaliser une revue de questions soulevées par la recherche sur l’évaluation en éducation à l’orée des années 2000, questions élaborées à partir des contributions de nombreux auteurs à un bilan effectué lors d’un colloque de l’ADMEE. Le regroupement présenté met l’accent sur des évolutions et des perspectives sensibles : l’évaluation étudiée de plus en plus comme une activité, l’évaluation de plus en plus centrée sur le sujet apprenant et expliquée dans le cadre de la cognition, l’évaluation de plus en plus influencée par le contexte social (normes, économisation). Autant de remises en question de la simple mesure des performances, outil traditionnel des évaluateurs.
Mots-clés :
- Activité évaluative,
- bilan,
- évaluation des apprentissages,
- des compétences et des acquis,
- métacognition,
- réponse sociale
Abstract
This text aims at providing a review of the questions raised by research on evaluation related to education at the beginning of the years 2000, questions which were set up on the basis of contributions by numerous writers towards a summing up initiated during a colloquium of ADMEE. The present grouping is placing emphasis on evolution and on measurable perspectives: evaluation being studied more and more as an activity, evaluation increasingly focusing on the learning subject and explained within the framework of cognition, evaluation being influenced more and more by the social context (norms, «economisation»). All of which question the simple measure of performance which used to be the traditional tool of the evaluators.
Keywords:
- Evaluation activity,
- summing up,
- evaluation of training,
- competencies and acquired knowledge,
- metacognition,
- social response
Resumo
Este texto tem como objectivo fazer um levantamento das questões enunciadas pela investigação em avaliação no início dos anos 2000, as quais foram elaboradas a partir dos contributos de vários autores para um balanço iniciado num Colóquio da ADMEE. O reagrupamento apresentado põe a tónica nas evoluções e nas perspectivas mais prementes: a avaliação estudada cada vez mais como uma actividade, a avaliação cada vez mais centrada no sujeito aprendente e explicada no quadro da cognição, a avaliação cada vez mais influenciada pelo contexto social (normas, economização). Todas questionam a simples medida das performances, que tem sido o utensílio tradicional dos avaliadores.
Palavras chaves:
- Actividade avaliativa,
- balanço,
- avaliação das aprendizagens,
- das competências e dos adquiridos,
- metacognição,
- resposta social
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