Evaluer sans juger - article ; n°1 ; vol.88, pg 41-52

Revue française de pédagogie - Année 1989 - Volume 88 - Numéro 1 - Pages 41-52
Evaluation without judgment. - From a formative point of view, it remains possible to organise the class so that pupils individually receive a lot of feedback information, enabling them to correct their mistakes and at the same time increasing their familiarity with those characteristics associated with a good performance. From of summative point of view, the school should take account of the varied curricular and extra-curricular achievements of individual pupils instead of simply comparing them globally with one another or merely with reference to the academic programme. Such descriptive evaluation (records of achievement) is an approach which should be most compatible with the teacher's helping role.
12 pages
Source : Persée ; Ministère de la jeunesse, de l’éducation nationale et de la recherche, Direction de l’enseignement supérieur, Sous-direction des bibliothèques et de la documentation.