La modération sociale : un dispositif soutenant l’émergence de savoirs négociés sur l’évaluation certificative des apprentissages des élèves

Abstract

The article presents a research on practices of certificative assessment in primary school in the canton of Geneva. The research is aimed at sustaining teachers’ professional development and is structured around classic design of qualitative studies. The article describes a device designed to favour practices of « social moderation » among teachers and exposes the main collective knowledge negotiated by the participants: on one hand about the aspects of the assessment practices that should be common between the classrooms, on the other hand, about the possible differentiation of those practices. It shows how a conceptual distinction has emerged during the intersubjective exchanges with regard to the notions of adjustment of the assessment devices and of the evaluative arrangement that are often unconsciously made during the correction of the students’ copies. Some issues concerning out of the construction of a shared culture of assessment are discussed.

Keywords

• certificative assessment
• social moderation
• culture of assessment
• adjustment
• evaluative arrangement