Literaturnachweis - Detailanzeige
| Autor/in | Demailly, Lise |
|---|---|
| Titel | L'évaluation de l'action éducative comme apprentissage et négociation. Gefälligkeitsübersetzung: Assessing learning and negotiation in the process of educational action. |
| Quelle | In: Revue française de pédagogie, (2003) 142, S. 115-130 |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0556-7807 |
| Schlagwörter | Evaluation; Fallstudie; Schulleitung; Lehrer; Schüler; Schulleistung; Schülerleistung; Leistung; Frankreich |
| Abstract | The author states that teachers and head teachers are usually opposed to school evaluation and to the evaluation of their work through the evaluation of pupil's achievement. She thinks about the dynamics of the resistance and the theoretical framework of its conception. First, assessment practice is considered as a strategy where relations of power and interest are at stake; second it is a political process implying struggles between various conceptions of the world and projects to organize the society; third, it is a cognitive process producing knowledge. The article presents a case study, which shows the importance of being confident in the availability of an evaluation process, which actually affects practices and representations. On the basis of this evaluation, it is possible to negotiate collaborative learning. However we may understand why teachers are so reluctant to accept technicist forms of evaluation: there is a gap between them and their subjective conditions of professional practice. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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