Tensions and ambivalence among teachers regarding external evaluation for guidance purposes

Abstract

This research focuses on external tests, prognostic tests aimed at curriculum counselling in cycle 3 in the canton of Jura in Switzerland. The research aims to reveal the contexts and issues at stake in external evaluation for guidance through various dimensions of tension and ambivalence among teachers. This article is located in a theoretical body inspired by critical and comprehensive sociology and presents a critical perspective of internal and standardized evaluative practices. One of the major results points to various axiologies of facts and values ​​that emerge from the discourse of teachers about student assessment. This could explain the tension between external evaluation and internal evaluation concerning principles of justice.