Abstracts
Résumé
Cet article s’inscrit dans la foulée des études qui soutiennent l’idée que, plus que l’évaluation pratiquée en classe, c’est l’interprétation que s’en fait l’élève qui influe sur l’élaboration de sa propre conception de l’évaluation en matière scolaire. Dans cette perspective, nous nous sommes efforcés d’appréhender distinctement les conceptions que les enseignants et les élèves, en fin d’école primaire, se font de l’évaluation scolaire. Nous avons aussi créé un questionnaire visant à appréhender la manière dont les élèves perçoivent les conceptions de leur enseignant en matière d’évaluation. Dans une première étape d’analyse, nous avons validé les trois questionnaires (alpha de Cronbach, analyses factorielles exploratoires et confirmatoires). Ensuite, nous avons examiné les rapports des paramètres ainsi déterminés. Les résultats mettent en évidence que les élèves et les enseignants ont des visions multiples de l’évaluation, mais qui se ressemblent fortement. Il apparaît également que les conceptions et les inter prétations que les élèves se font des conceptions de l’évaluation de leurs ensei gnants ne convergent pas avec ce que déclarent les enseignants eux-mêmes. Par ailleurs, on constate que les perceptions que les élèves ont des conceptions de l’évaluation de leurs enseignants concordent assez régulièrement avec leurs propres conceptions. Les implications pédagogiques de ces différents constats sont discutées en fin d’article.
Mots-clés :
- Conception de l’évaluation des enseignants et des élèves,
- perception des conceptions des enseignants par les élèves,
- évaluation formative,
- évaluation normative
Abstract
This article is grounded in the process-mediating paradigm according to which the pupils’ perception of the classroom environment is more influential for the pupil’s school adaptation than the objective features of this environment. In the case of pupil assessment, it means that the perception by the pupils of the teacher’s conception of the goal and use of assessment can be supposed more important than what the teacher thinks really about that. In this perspective, we develop questionnaires aimed to measure separately the conceptions of teacher and these ones of pupils (at the end of primary school) in regards of the functions of pupil assessment. We also created a questionnaire for capturing the pupils’ perceptions of the teacher’s conceptions in regard to assessment. At first, we validated the three questionnaires (alpha of Cronbach, exploratory and confirmatory factorial analysis). Then, we analyze the relationships between these parameters. It appears that teachers and pupils have a multidimensional conception of pupils’ assessment. Moreover the conceptions of teachers and pupils are highly convergent. However, in the classrooms, the conceptions of the pupils do not fit with these ones of the teacher and, moreover, the pupils perceptions of their teacher’s conceptions concerning assessment do not correspond to what teachers declare as their own conceptions. Pupils’ perceptions of their teacher’s concept ions in reality correlate highly with their own conceptions concerning assess ment. Pedagogical implications of these findings are discussed at the end of the paper.
Keywords:
- Teachers’ and pupils’ beliefs concerning assessment,
- pupils’ perception of teachers’ beliefs,
- formative and normative pupils assessment
Resumo
Este artigo inscreve-se na linha dos estudos que defendem a ideia de que, mais do que a avaliação praticada na sala de aula, é a interpretação que dela faz o aluno que influi sobre a sua própria concepção de avaliação em matéria escolar. Nesta perspectiva, esforçámo-nos para apreender claramente as concepções que os professores e os alunos, no final do 1.º Ciclo do Ensino Básico, têm da avaliação escolar. Criámos também um questionário com o objectivo de apreender a maneira através da qual os alunos se apercebem das concepções dos seus professores em matéria de avaliação. Numa primeira etapa de análise, validámos três questionários (alpha de Cronbach, análises factoriais exploratórias e confirmatórias). De seguida, examinámos os relatórios dos parâmetros determinados. Os resultados evidenciam que os alunos e os professores têm visões múltiplas da avaliação, mas que se assemelham fortemente. Nota-se igualmente que as concepções e as interpretações que os alunos fazem das concepções de avaliação dos seus professores não são convergentes com o que declaram os próprios professores. Em contrapartida, constata-se que as percepções que os alunos têm das concepções de avaliação dos seus professores estão de acordo, de um modo significativamente coerente, com as suas próprias concepções. As implicações pedagógicas destas diferentes constatações são discutidas no final do artigo.
Palavras chaves:
- concepção de avaliação dos professores e dos alunos,
- percepção das concepções dos professores pelos alunos,
- avaliação formativa,
- avaliação normativa
Appendices
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