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Master Thesis

Évaluation formative et évaluation par compétences à travers le récit en Histoire

Abstract : This work is at the heart of current debates on assessment. While an ability assessment is becoming the norm in assessment in secondary schools through the socle commun and the last reforms, this kind of assessment implies numerous difficulties. Indeed, the socle commun and its abilities are considered as too abstract and complex for teachers who struggle to apply them in their assessments. Moreover, abilities are worked on through complex tasks which are out of reach for most students. This is why this study explores formative assessment as a means of making explicit the criteria of success. Thus, in history courses, the skill "being able to tell a story" was worked on through a formative assessment and a session of remadial help. Then, at the end of the course, an assessment on the same skill showed the results of this approach : in the meantime, the number of learners mastering this skill has increased. The working hypotheses are therefore valid. This approach presents an innovative type of assessment that renaws the practice of teaching.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01265815
Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Monday, February 1, 2016 - 3:46:41 PM
Last modification on : Wednesday, July 15, 2020 - 1:12:02 PM
Long-term archiving on: : Saturday, November 12, 2016 - 12:30:35 AM

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  • HAL Id : dumas-01265815, version 1

Citation

Axel Noel. Évaluation formative et évaluation par compétences à travers le récit en Histoire. Education. 2015. ⟨dumas-01265815⟩

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