Skip to Main content Skip to Navigation
Theses

L'autoévaluation des compétences en contexte : l'intime au service d'un apprentissage expansif

Abstract : Self-evaluation involves making a value judgement of oneself. It also involves accepting to reveal something about oneself, but to whom ? If another person, such as a teacher, a parent or friend, is a necessary part of the process, it is vital to wonder about his or her role and his or her view. This relation calls into question the idea of transmission in educational experience (Vieille-Grosjean, 2009). If the goal of the teacher is to make a child competent (Reboul, 1980), what is the goal of the child who learns at school ? This empirical study examines the practice of skill self-evaluation among primary school students. The practice of self-evaluation, if situated in the area of pedagogy, creates a meeting space between the teacher, the student and knowledge. It reveals the expectations of some and the perceptions of others, and allows the student to work toward expansive learning (Holzkamp, 1993). The child can, by becoming aware of his/her responsibility, move from being a person who is being evaluated to a person who is learning.
Document type :
Theses
Complete list of metadatas

Cited literature [298 references]  Display  Hide  Download

https://tel.archives-ouvertes.fr/tel-01895470
Contributor : Abes Star :  Contact
Submitted on : Monday, October 15, 2018 - 11:41:08 AM
Last modification on : Tuesday, October 20, 2020 - 10:46:49 AM
Long-term archiving on: : Wednesday, January 16, 2019 - 2:32:44 PM

File

Gruber_Jost_Sylvie_2018_ED519....
Version validated by the jury (STAR)

Identifiers

  • HAL Id : tel-01895470, version 1

Collections

Citation

Sylvie Gruber Jost. L'autoévaluation des compétences en contexte : l'intime au service d'un apprentissage expansif. Education. Université de Strasbourg, 2018. Français. ⟨NNT : 2018STRAG014⟩. ⟨tel-01895470⟩

Share

Metrics

Record views

276

Files downloads

160