Entreprendre d’apprendre l’évaluation comme synchronisation : un moment majeur d’apprentissage de la rythmo-formation.

Abstract

This contribution conducts an analysis of the present issue of DMS, based on its theme, on the conclusions of the introduction and on its four constitutive articles. The scope of the theme - the synchronising role of assessment – can primarily be found in the socio-temporal complexity of the paradigmatic changes raised in education, by the transition from quantitative control to formative assessment. The conclusive elements of the articles are then positioned according to the paradigmatic dimensions involved: axiological, epistemological, methodological and spatiotemporal. The presence of original and synergistically interrelated elements at each level confirms the importance of assessment as being a strategic synergistic moment to punctuate the movements of self- and co-learning. This moment focuses on a new engineering of the production of knowledge through reflexive support in learning in hybrid devices.

Keywords

• self and co-evaluation
• synchronisation
• paradigm
• accompaniment
• dialectic
• dialogue