COLLECTIVE WRITING OF INSTITUTIONAL PRESCRIPTIONS FOR LEARNING ASSESSMENT IN THE CANTON OF FRIBOURG

Prepublication

Abstract

This text presents experience of collective writing, in the canton of Fribourg (French-speaking part), of the prescriptions concerning assessment of learning by teachers and school managements in compulsory school (pupils from 4 years to 16 years). A specific feature of the writing process undertaken during the years 2019 and 2020 is to have conducted a collective writing project, written by professionals involved in the different institutional contexts, and for professionals in the field. The text presents the origins of the project, linked to the challenges of previous reforms, to observations in the field and to a political will to move towards greater harmonization throughout compulsory schooling. It then presents the general principles of the collective writing process, which involved a set of working groups and distribution of interdependent roles and responsibilities. Finally, a few critical observations are made about the approach used by the three actors who were responsible for driving the project.