Oser une évaluation partagée

Étude de cas dans une école primaire québécoise

Abstract

Assessment of reading skills leads to a decrease in the interest of many students, including those in difficulty, in reading (the Matthew effect); we also know that the normative perceptions of many teachers regarding the evaluation activity hinders didactic innovations that could help these students remain motivated readers. In line with axis 2, we will present some results of an action-research project whose main objective is the interprofessional development of so-called leader teachers in the design of reflective teaching devices on five dimensions of literacy. The entry point was chosen to enable teachers to reclaim their autonomy in this area and to encourage student intervention at various stages of the assessment process. The effects of this change of perspective on students' appetite and success, and on her own professional development, are described with the collaboration of a teacher who explored it with her Grade 6 class over three years.