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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.
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Submitted on : Monday, October 15, 2018 - 11:41:08 AM
Last modification on : Tuesday, October 20, 2020 - 10:46:49 AM
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  • HAL Id : tel-01895470, version 1



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⟩



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