La différentiation dans l’évaluation formative : le tutorat par les pairs en classe de sixième

Abstract : The Republic school is an inclusive school, so the pedagogic differentiation is an obligation in our classes to answer to the students special needs. The evaluation is an institutional obligation and must adopt this differentiation practices. The research in pedagogy has shown the professors’ difficulties to etablish this pedagogic differentiation. That pushed me to question myself about a practice to use to help all students to progress while the formative evaluations : the peer tutoring. This research paper recounts the experimentation etablishing to try to progress all the sixth grade class in the skill « realise or complete a landscape sketch » by the peer tutoring. The experimentation results tend to validate in part the hypothesis stating, although improvment tracks would open.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01940768
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Submitted on : Friday, November 30, 2018 - 3:03:31 PM
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Émilie Lafon. La différentiation dans l’évaluation formative : le tutorat par les pairs en classe de sixième. Education. 2018. ⟨dumas-01940768⟩

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