Étude de la validité de l'évaluation interne conduite en cours préparatoire, en français et en mathématiques

Abstract : Internal assessment is not often studied as a form of assessment although it is the teacher daily school activity. This thesis focuses on the most explicit part of this assessment i.e. all the tasks given to the pupils by their teacher in order to assess them. These tasks are used for evaluative judgment written in the « school report book». More precisely, we study this assessment validity depending on three distinct issues: a conformity issue that allows us to understand how assessing may fulfill the institutional specifications; a psycho-didactics issue that allows us to see how each task is likely to fulfill the assigned goals' or not; a didactics issue that allows us to grasp how the tests may conceptually cover the concerned disciplinary fields. This thesis explores internal assessments in French and Mathematics conducted by 1st grade teachers during the first and third terms. We particularly focus on reading, numeracy and arithmetic that are subfields with high socio-educational stakes. In order to examine the first issue, we explain the reference frameworks used by teachers when giving the test. French school programs are central in this area. We investigate how those reference frameworks and school reports are linked. It shows how assessment conforms to the academic institution. When focusing on our main issue, the psycho-didactic one, we emphasize for each task on the elements that could have been missed by the conceptual analysis of the task but yet could turn out to be key factors in the pupils answering behaviors. It means a new reference framework needs to be accounted for: the psycho-didactic approach brings the analysis tools for each task and for the potential cognitive functioning of the pupils who perform those tasks. In order to construct the validity analysis of the test from our third issue (test cover validity), we point out the didactic (or epistemo-didactic) frameworks that allows us to analyze the content of the tests given by each teacher. In combining the psycho-didactic and didactic approaches of assessment validity, we are able to conduct a double analysis, a global one and a local one, of both tasks and tests. The validity of a test depends on the validity of its tasks. The results mainly show that the tasks validity and the tests validity are often not ensured, which leads to question the value of evaluative judgment following the assessment. This advocates for a validity analysis combining a didactic approach of the test content to a psycho-didactic approach of the tasks.
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Christophe Blanc. Étude de la validité de l'évaluation interne conduite en cours préparatoire, en français et en mathématiques. Education. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCB255⟩. ⟨tel-01908815⟩

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