Daring a shared assessment

A case study in a primary school

Abstract

Assessment of reading skills leads to a decrease in the reading interest of many students with reading difficulties (Matthew effect); we also know that teachers' normative perceptions of the assessment activity hinder didactic innovations that could help these students remain motivated readers. We present some of the results of an action-research whose main objective is the interprofessional development of teachers in a perspective of literacy training, in the development of competence in reading literary texts, in order to maintain students' reading appetence. The entry point through the problems of evaluation was chosen to allow teachers to reappropriate their professional autonomy and to promote the intervention of students at the different stages of the evaluation process. In this context, several democratization issues from the didactic and evaluation points of view are described in a case study with the collaboration of a teacher who explored them with her grade 6 class over a period of three years and of a pedagogical consultant who accompanied her.