L’évaluation des apprentissages est un thème central dans le contexte scolaire qui préoccupe de nombreux acteurs s’inscrivant de près ou de loin dans le quotidien des salles de classe et des pratiques et décisions qui s’articulent au sein de celles-ci : ministères de l’Éducation, directions d’établissements, enseignants, élèves et parents. En parallèle, les concepts d’efficacité et de performance sous-jacents au néolibéralisme (Levasseur, 2006) tendent à se tailler une place grandissante dans certains pans de la gestion du système éducatif québécois, entre autres (Duclos, 2014). Dans d’autres systèmes éducatifs, comme celui de la Finlande, c’est plutôt la mise de l’avant du processus d’apprentissage et de l’accompagnement de l’élève dans ce processus par le biais de l’évaluation qui ressort apparemment du discours éducatif. Les pratiques d’évaluation des apprentissages, puisqu’elles sont à la fois soumises à de nombreuses contraintes et dynamiques sociales ayant cours entre plusieurs acteurs scolaires ou extrascolaires, peuvent constituer un reflet pertinent du contexte éducatif et évaluatif au sein duquel elles s’insèrent. D’un autre côté, d’autres acteurs du milieu scolaire peuvent aussi nous permettre de mieux comprendre les enjeux et mécanismes entourant l’évaluation des apprentissages : les élèves. Comment vivent-ils avec l’évaluation dans le contexte éducatif précis qui les concerne ? S’agit-il d’un passage obligé sans réelles conséquences graves ou d’un processus plus difficilement vécu par ces derniers ? La littérature relève à ce propos plusieurs impacts significatifs de l’évaluation sur les élèves. C’est donc en nous attardant non seulement aux perceptions d’enseignants quant à de tels impacts et aux éléments influençant leurs choix évaluatifs, mais aussi aux pratiques évaluatives autodéclarées de ces acteurs du contexte scolaire que nous avons tenté d’appréhender la culture évaluative de deux contextes bien distincts : celui du Québec et de la Finlande. Cette recherche de maitrise se veut explorer, d’un point de vue sociologique interactionniste, les mécanismes de création et de variation d’une telle culture dans différents contextes ainsi que les possibles retombées de celle-ci sur les élèves. Cette exploration a été permise notamment par un fort désir de recours au terrain nous ayant menés à réaliser des entretiens avec des enseignants issus des deux contextes étudiés. / Learning assessment is a central theme in the school context that preoccupies many actors who are involved in the day-to-day life of classrooms and the practices and decisions that are made within them: Departments of Education, school principals, teachers, students and parents. Concurrently, the concepts of efficiency and performance inherent to neoliberalism (Levasseur, 2006) tend to play an increasingly important role in certain management aspects of the Quebec education system, among others (Duclos, 2014). In other education systems, such as Finland’s, it is rather the emphasis on the learning process and supporting the student in this process through evaluation that apparently emerges from the educational discourse. Since learning assessment practices are subject to numerous constraints and social dynamics between several school or out-of-school actors, they can accurately reflect the educational and assessment context in which they are used. However, there are other actors in the school environment can also help us better understand the issues and mechanisms surrounding learning assessment: the students themselves. How do they cope with evaluation in the specific educational context that concerns them? Is it an obligatory step with no real serious consequences, or is it a process that is more difficult for them? In this regard, the literature identifies several significant impacts of evaluation on students. By focusing not only on teachers’ perceptions of such impacts and the elements influencing their evaluative choices, but also on the self-declared evaluative practices of these actors in the school context, we have attempted to understand the evaluative culture of two very distinct contexts: Quebec and Finland. This master’s research aims to explore, from a sociological interactionist point of view, the creation and variation mechanisms of such a culture in different contexts as well as the possible repercussions of this culture on the students. This exploration was made possible by a strong desire to do fieldwork, which led us to conduct interviews with teachers from the two contexts studied.

This qualitative case study explored the writing assessment practices of upper elementary ELA teachers and factors that influenced their decision making when assessing student writing. Effective assessment practices are important because these practices can aid teachers in identifying student needs, designing tailored writing instruction, and monitoring student progress. This study included 5 teacher participants from 3rd to 5th grade. Participants were viewed as 1 case bound by their grade band and employment in a district focused on teaching and assessing writing. Data was collected through semi-structured interviews, a think aloud task, a review of assessment artifacts and the researcher’s reflective journal. Analysis was completed following a five-phase model. Findings included: (1) teachers’ efficacy of assessing student writing is influenced by support received, (2) strengthening teachers’ assessment practices requires personalized, ongoing PD, (3) context influences teachers’ decision making when assessing student writing, and (4) teachers have varying levels of knowledge of formatively assessing student writing. These findings suggest implications for state administrators, district and school administrators, classroom teachers, curriculum leaders, and university programs.

Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville, 2002) a permis de conceptualiser leur savoir-évaluer en relation avec leur façon d’interpréter les problèmes qui se posent aux élèves, leur conception de l’erreur et leurs manières de réinventer les modes d’accomplissement traditionnels de l’évaluation ancrés dans la culture scolaire. / This research documents the ways formative assessment is operationalized by French teachers working in the context of overcrowded classrooms in a Senegalese High School. The recent choice for implementing the competency-based approach in this country invites teachers to promote the use of formative assessment which is geared towards the provision of high quality learning (Allal & Mottier Lopez, 2005, Black & Wiliam, 2009 Morrissette, 2010). However, Ministerial guidelines for its implementation are very general, and so far, research has not been carried out as regards its application in overcrowded classes. Building on the field of reflective practice (Schön, 1983) and an interactive situated vision of formative assessment (Mottier Lopez, 2007; Morrissette, 2010), I led a collaborative research with 14 French teachers working in the same High School. Six focus groups discussions were carried out which shed light on three dimensions related to formative assessment practices: contextual analysis of teacher practices, the negotiated construction of knowledge and the management of the overcrowded classrooms. Analysis of formative assessment practices in the context of « cultural strangeness » (free translation) (Douville, 2002) helped to conceptualize their know-how on evaluation in light of how they interpret the problems faced by students, their conception of what error constitutes and the ways they reinvent the traditional performance evaluation methods rooted in the school culture.

No description available.

The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and learning. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations, and document analyses were used in the investigation. The study utilized the conceptual framework based on the model suggested by Hargreaves, Earl and Schmidt (2002). The model comprised four perspectives – technological, cultural, political and postmodern, with the intention of accounting for teachers’ assessment practices. Teachers from four different schools in North West Province were interviewed and observed. The data collected through the observations and interviews allowed me to map out the different challenges encountered by teachers in their classroom assessment practices. I also analysed documents that teachers used in conducting assessment. Document analysis was used to triangulate the information collected through observations and interviews. Textual data was analysed using content analysis. The teachers’ narratives varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major challenges that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation and communication as well as lack of resources. In order to address these challenges, teachers relied on cluster meetings, their colleagues and mostly their personal experiences. The study also revealed that teachers’ understanding and practices of classroom assessment are influenced by their social and educational context. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Initial teacher education is constantly in the spotlight regarding its quality and its effectiveness. The literature contains many claims from those who believe that it is ineffectual. The notion of the reflective practitioner was introduced and embraced as an antidote to these claims, and as an approach to break the influence of technocratic beliefs and expectations which pre-service teachers bring with them to their initial teacher education. Typically reflection targets the practicum experience. However, this study focuses specifically on the contribution of course work to the development of a reflective beginning teacher. This qualitative study invited pre-service teachers to provide insight into their initial teacher education experience: initially within a Teaching of Science methods paper, and then some 18 months later at the conclusion of their three year Bachelor of Education (Teaching) professional preparation. A critical reflexive interpretive methodology which sought authenticity within its meaning-making process developed from an initial consideration of self-study research methodology. Of particular importance was that the enquiry was authentic, participants' voices were valued and recognition was given to the implications embedded within the context within which the study occurred. Methods of data collection included in phase one were: a pre-course questionnaire, a Gestalt-like activity, and pre-service teachers' email reflections based on Hoban's (2000a) categories of learning influences, and meta-reflections from the Teaching of Science paper. The journal I kept during this phase was also drawn upon as data. Phase two data collection included a vignette, and a three part final questionnaire to which 40 pre-service teachers and nine teacher educators responded. The findings suggest that pre-service teachers' understanding of the nature of education is critical to the way in which they experience the course work within initial teacher education. This understanding shapes their perception and consideration lens through which course work is experienced. On entrance to initial teacher education this lens is described, for many pre-service teachers, as technocratic. Education is seen as a commodity, something to acquire, teaching is telling and initial teacher education is dependent on the teacher educator providing the necessary tools and techniques so the beginning teacher can do the right thing. This study suggests that such a stance toward educational experiences is a hindrance mechanism when teacher educators seek transformative teaching, learning, and reflexivity. However, when that view of education is as a process of growth and transformation toward a valued 'way of being', the perspective and consideration lens is described as professional. Rather than focusing on what a teacher does, the focus is on whom the teacher is and how this influences the teaching and learning process. Teacher educators and the institution which is the context within which course work occurs also demonstrate a mixture of technocratic and professional lenses. Important factors within initial teacher education which contribute to transformation from technocratic to professional lens include relational and pedagogical connectedness. These factors lead to valuing, ownership and justification of learning where assessment tasks are tools for personal development and where critical consideration of multiple perspectives has an important role. Relational connectedness (to self, peers, and teacher educators) is important for developing a safe, but challenging, dialogical space in which paradoxes, challenges and pre-service teachers' vulnerable sense of disorientation may be engaged. Pedagogical connectedness relates to the fit between what the teacher educator says and does. For example, a powerful approach to learning is where the pre-service teachers learn to be reflexive, by being reflexive. The study indicates the importance of institutional congruency so that what is espoused is experienced through language, assessment, teaching approaches and contextual culture. However, pre-service teachers' perception and consideration lens determines the degree to which course work is transformational. Where a technocratic lens is dominant, reflection becomes a task to be completed. Where a professional lens is dominant, reflection becomes an iterative process for improving practice by becoming professionally self aware through identifying assumptions in decisions and responses within the learning/teaching relationship, and judging those assumptions for their appropriateness in the light of a developing and critiqued personally owned educational vision.

Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis. / <p>Svensk sammanfattning: s. 111-126.</p>

SOBRAL, Adriana Eufrasio Braga. Ensino, aprendizagem e prática avaliativa dos professores de matematica, do ensino médio, em escolas de Fortaleza. 2006. 195 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-03T13:16:58Z No. of bitstreams: 1 2006_Tese_AEBSobral (A senha é vinicius).pdf: 2276822 bytes, checksum: 572c0d479a672fe1520ef4e4bd9fdfe8 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T16:34:22Z (GMT) No. of bitstreams: 1 2006_Tese_AEBSobral (A senha é vinicius).pdf: 2276822 bytes, checksum: 572c0d479a672fe1520ef4e4bd9fdfe8 (MD5) / Made available in DSpace on 2012-07-20T16:34:22Z (GMT). No. of bitstreams: 1 2006_Tese_AEBSobral (A senha é vinicius).pdf: 2276822 bytes, checksum: 572c0d479a672fe1520ef4e4bd9fdfe8 (MD5) Previous issue date: 2006 / This study has as its objective the evaluation the teaching, learning and assessment practices of mathematic teachers at Intermediate Level Schools in the city of Fortaleza. To attain this object the methodological perspective of MORIN was used. Morin insists that method is a route to be followed as the research develops. The sample was technically arrives at and it determined that 15 public schools and 10 private ones be used in the research from a universe of 282 schools. However, the study in fact covered 13 private schools and 17 public schools. Fifty seven mathematics teachers, currently teaching, were interviewed. The data was collected through interviews containing 14 closed questions and one open one. In each closed question the person being interviewed initially answered as follows on the scale: I agree, I agree in part, I disagree. This was followed by justifying his choice or opinion in more precise detail. All interviews were fully recorded on a tape recorder. Afterwards these recordings were transcribed and edited by the text editor Word for Windows. An analysis of the data was carried out in two stages: a description of the answers by means of Descriptive Statistics, using the program Statistical Package of Social Science (SPSS) and the elaboration into categories using the phenomenological method of reduction of Husserl. The final categories – traditional practice of teaching, renewed vision of teaching, deficient teaching, emphasis in the work of the teacher, - directed the analysis being carried out to characterize the conception of mathematic teachers at Intermediate Level regarding teaching, learning and academic assessment. The results showed that the teachers have consolidated ideas concerning their professional practice that when internalized need to be put into operation in practice. A considerable part of the teachers ideas are in accordance wit the legal determinations expresses in National Curriculum Parameters for Intermediate Teaching. / O trabalho de tese teve por objetivo avaliar a concepção de ensino, aprendizagem e prática avaliativa, de professores de Matemática, do Ensino Médio, de escolas da cidade de Fortaleza. No intuito de atingir o objetivo, partiu-se da perspectiva metodológica de MORIN, pela qual o método é um caminho a ser traçado, à medida que a pesquisa se desenvolve. Utilizou-se a técnica de amostragem e determinou-se a quantidade de 15 escolas, da rede pública, e 10 escolas privada, que seriam pesquisadas, de um universo de 282 escolas. No entanto, o trabalho de pesquisa foi feito em 13 escolas particulares e 17 públicas, sendo entrevistados, ao final, 57 professores de Matemática, em efetivo exercício profissional. Para a coleta de dados foi elaborado um roteiro de entrevista contendo 14 assertivas e 1 questão aberta. Para cada assertiva o entrevistado respondeu, inicialmente, à escala (concordo, concordo em parte, discordo) e, a seguir, justificou sua escolha externando sua opinião de forma mais detalhada. Para o registro desse procedimento, usou-se um gravador de fita cassete. Cada entrevista foi gravada, em sua íntegra, e depois transcrita usando-se o editor de texto Word for Windows. A análise dos dados foi feita em duas etapas: uma descrição das respostas por meio da Estatística Descritiva, utilizando-se o programa Statistical Parckage of Social Sciences (SPSS) e uma elaboração de categorias por meio do método de redução fenomenológica de HUSSERL. As categorias finais – prática tradicional de ensino, visão renovada de ensino, ensino deficitário, aprendizagem deficiente, ênfase no trabalho do professor – direcionaram a análise feita para caracterizar a concepção dos professores de Matemática, do Ensino Médio, sobre ensino, aprendizagem e prática avaliativa. Partindo-se da análise, apontou-se que o professorado possui idéias consolidadas advindas de suas vivências e práticas profissionais, que, estando internalizadas, precisam ser operacionalizadas na prática. Boa parte das idéias, do professorado, converge para as determinações legais expressas nos Parâmetros Curriculares Nacional para o Ensino Médio.

The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and learning. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations, and document analyses were used in the investigation. The study utilized the conceptual framework based on the model suggested by Hargreaves, Earl and Schmidt (2002). The model comprised four perspectives – technological, cultural, political and postmodern, with the intention of accounting for teachers’ assessment practices. Teachers from four different schools in North West Province were interviewed and observed. The data collected through the observations and interviews allowed me to map out the different challenges encountered by teachers in their classroom assessment practices. I also analysed documents that teachers used in conducting assessment. Document analysis was used to triangulate the information collected through observations and interviews. Textual data was analysed using content analysis. The teachers’ narratives varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major challenges that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation and communication as well as lack of resources. In order to address these challenges, teachers relied on cluster meetings, their colleagues and mostly their personal experiences. The study also revealed that teachers’ understanding and practices of classroom assessment are influenced by their social and educational context. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Cette thèse porte sur les pratiques évaluatives en contexte d’enseignement universitaire. Alors qu’à une certaine époque les études universitaires étaient réservées à l’élite de la population, elles sont dorénavant accessibles à une plus grande proportion de celle-ci. Les pratiques pédagogiques traditionnelles se limitaient souvent à la transmission des savoirs de manière magistrale et à des examens oraux ou écrits. Elles sont maintenant appelées à changer étant donné le contexte mouvant dans les établissements universitaires. En effet, la mission des établissements d’enseignement évolue pour former davantage des personnes « apprenantes pour la vie », des approches par compétences sont de plus en plus adoptées, notamment dans les programmes visant la professionnalisation des personnes apprenantes, l’omniprésence du numérique dans la vie quotidienne comme dans les classes modifie le rapport aux savoirs, et une population étudiante de plus en plus diversifiée fréquente l’université. Pour s’actualiser au regard de ce contexte mouvant, l’évaluation des apprentissages est amenée à se transformer pour soutenir davantage l’apprentissage et le développement des compétences de toutes les personnes étudiantes. En effet, une évaluation intégrée à l’apprentissage optimise le temps passé en classe en permettant aux personnes étudiantes de poursuivre leurs apprentissages tout en étant évaluées. De plus, elle favoriserait un engagement accru des personnes étudiantes, et ce, indépendamment de leurs caractéristiques personnelles soutenant ainsi la réussite d’un plus grand nombre. À cet égard, une évaluation à la fois inclusive et en soutien à l’apprentissage semble placer les personnes apprenantes au centre de la démarche dans laquelle leur formation est priorisée et valorisée. Or, de tels changements au niveau des pratiques enseignantes et évaluatives requièrent de s’intéresser aux façons de soutenir le personnel enseignant universitaire lequel n’a généralement pas ou peu de formation en pédagogie et encore moins en évaluation. Alors que de nombreux dispositifs de formation ou d’accompagnement formel sont mobilisés dans les établissements, plusieurs affirment que le développement professionnel réalisé de manière informelle est tout aussi efficace, voire davantage. Ainsi, l’objectif général de cette thèse est de documenter le développement et la mise en œuvre de pratiques évaluatives inclusives et en soutien à l’apprentissage par des personnes enseignant à l’université, ainsi que la perception qu’en ont les personnes étudiantes. Pour ce faire, les concepts entourant les pratiques évaluatives ainsi que les façons de les mettre en œuvre, d’une approche traditionnelle à une approche inclusive, sont exposés. De plus, le concept de développement professionnel est défini et le modèle de Clarke et Hollingsworth (2002) est mobilisé pour soutenir la compréhension du processus engagé par les personnes enseignantes. La mobilisation de ces concepts nous permettra d’atteindre les trois objectifs spécifiques suivants : O1 – Décrire les pratiques évaluatives déclarées et effectives de personnes enseignant à l’université en lien avec les caractéristiques de l’évaluation-soutien d’apprentissage et de l’évaluation inclusive ; O2 – Rendre compte de la perception des personnes étudiantes des caractéristiques de l’évaluation inclusive et en soutien à l’apprentissage présentes dans les modalités d’évaluation employées lors de leur cours universitaire ; O3 – Déterminer l’apport de la participation des personnes enseignantes au projet de recherche dans leur développement professionnel relatif aux pratiques évaluatives inclusives et en soutien à l’apprentissage. En adoptant une approche qualitative ancrée dans un paradigme participatif, cette recherche offre un regard approfondi et complexe des démarches évaluatives menées dans quatre cours de facultés différentes à l’Université de Montréal. Il en ressort notamment des exemples concrets de mises en œuvre de pratiques inclusives et en soutien à l’apprentissage ce qui avait peu été fait dans la littérature à ce jour. Ainsi, des façons de faire liées à l’intégration de l’évaluation dans l'apprentissage, notamment en adoptant une approche par projet, en constituant différemment les équipes de travail, en favorisant l’autorégulation ou la régulation par les pairs, et en assurant la transparence des tâches évaluatives et des critères d’évaluation sont observées. De plus, des entretiens semi-dirigés et des entretiens de groupe ont permis de comprendre les perceptions de personnes étudiantes (n = 17) sur ces pratiques, lesquelles sont généralement positives. Toutefois, un manque de clarté quant aux façons de réaliser ces mises en œuvre suscite des perceptions nuancées ou mitigées chez les personnes étudiantes, qui remettent également en question la cohérence de certaines pratiques avec les objectifs de la formation. Ainsi, les pratiques évaluatives inclusives et en soutien à l’apprentissage pour lesquelles des perceptions nuancées ou mitigées émergent évoquent davantage le besoin de développer une meilleure compréhension de l’évaluation chez la population étudiante et des compétences du corps enseignant dans le développement de modalités d’évaluations inclusives et en soutien à l’apprentissage que de freiner leur mise en œuvre. Finalement, l’observation de personnes enseignantes (n = 8) et l’interaction avec celles-ci, de la préparation du cours à la remise des notes, sur tout un trimestre a permis de mettre en évidence l’apport des échanges informels transversaux au projet de recherche relativement à leur développement professionnel. Plus précisément, quatre parcours de développement professionnel vécu à travers la participation au projet de recherche ont été dégagés, une version actualisée du modèle interconnecté de Clarke et Hollingsworth (2002) a été proposé prenant en considération les intentions des personnes participantes et leurs besoins de soutien pour mieux comprendre les effets de leurs pratiques, et l’observation directe en classe a été identifiée comme un outil pouvant soutenir une actualisation rapide des pratiques. De surcroit, le fait d’observer le développement professionnel à partir d’échanges informels au cours d’un projet de recherche plutôt qu’à partir d’un dispositif formel de formation apporte un regard inédit sur celui-ci. En conclusion, les données collectées lors de la réalisation de cette thèse campent les pratiques évaluatives inclusives et en soutien à l’apprentissage dans une perspective interactionniste qu’il serait pertinent d’approfondir. En effet, la négociation de l’évaluation, qui passe par la prise en compte des caractéristiques des personnes étudiantes, par la valorisation des interactions entre l’équipe enseignante et les personnes étudiantes, ainsi que par les rétroactions et les communications visant à rendre la démarche évaluative plus transparente, permet d’avancer vers une compréhension commune des attentes tout en plaçant les personnes évaluées dans des conditions d’évaluation les plus optimales possibles. Ces pratiques évaluatives s’inscrivent dans une approche de l’évaluation humaniste et s’insèrent finalement au cœur d’une relation humaine dont il faut prendre soin, ce qui représente une perspective encore non explorée de l’évaluation à l’enseignement universitaire. / This thesis explores assessment practices in the context of university education. While access to university has traditionally been reserved for a certain elite of the population, it is now accessible to a larger part of the population. Traditional practices, in which knowledge was imparted in a lecture-style format and verified by oral or written exams, are bound to change, given the evolving context in which university institutions operate. In fact, the mission of institutions is evolving to form more "lifelong learners", competency-based approaches are increasingly being adopted, particularly in programs aimed at the professionalization of learners, the omnipresence of technology in everyday life as well as in the classroom is changing the relationship to knowledge, and an expanding and diverse student population is attending university. To keep abreast of this changing context, learning assessment needs to evolve to better support the learning and competencies development of all students. In fact, assessment integrated to learning optimizes the time spent in class, enabling students to continue learning while being assessed. It also encourages greater student engagement, regardless of personal characteristics, thereby supporting the success of a greater number of students. In this light, the emergence of so-called "humanistic" assessment, which is both inclusive and supportive of learning, seems to place learners at the center of the process, in which their progress is prioritized and valued. However, such changes in teaching and assessment practices require attention to ways of supporting university teaching staff, who generally have little or no training in pedagogy and even less in assessment. While there are many formal training and support mechanisms in place in institutions, many argue that informal professional development is just as effective, if not more so. Therefore, the overall aim of this thesis is to document the development and implementation of more humanistic assessment practices by university lecturers, as well as their perception by students. To this end, the concepts surrounding assessment practices and the ways in which they are implemented, from a traditional to a humanistic approach, are outlined. Professional development is also defined, and Clarke and Hollingsworth’s (2002) model is mobilized to support understanding of the processes engaged by teachers. The mobilization of these concepts will enable us to achieve the following three specific objectives: O1 - Identify the humanistic characteristics of the declared and effective assessment practices of university teachers; O2 - Report on students’ perceptions of the humanistic criteria of the assessment methods used in their university courses; O3 - Distinguish the contribution of teachers' participation in the research project to their professional development in relation to humanistic assessment practices. Adopting a qualitative approach grounded in a participatory paradigm, this research offers an intimate and complex look at assessment practices in four different faculty courses at the Université de Montréal. Concrete examples of the implementation of humanistic practices emerge, which have been little documented in the literature so far, such as ways of integrating assessment into learning, notably by adopting a project-based approach, different ways of forming work teams, ways of encouraging self-regulation or peer regulation, and multiple ways of ensuring the transparency of assessment tasks and criteria. In addition, semi-structured interviews and group interviews were used to understand 17 students’ perceptions of these practices, which were generally positive. However, a lack of consistency or clarity in the practices experienced led to nuanced or mixed perceptions among the students, who also questioned the alignment of certain practices with the program’s objectives. Thus, the humanistic practices for which nuanced or shared perceptions emerge more evoke the need to develop a better understanding of assessment among the student population and the skills of teaching staff in the development of humanistic assessment modalities than to slow down the implementation of these practices. Finally, this research, which enabled us to observe and interact with 8 teachers over the course of a whole term, from lesson preparation to grading, highlighted the contribution of informal exchanges across the research project to their professional development. In this way, the project was able to identify four paths of professional development experienced through participation in the research project, to propose an updated version of Clarke and Hollingsworth’s (2002) interconnected model, taking into account the intentions of the participants and their needs for support to better understand the effects of their practices, and to highlight the fact that direct observation in the classroom can lead to rapid updating of practices. Moreover, observing professional development from informal exchanges during a research project, rather than from a formal training device, provides a new perspective on it. In conclusion, this thesis places humanist assessment practices in an interactionist perspective that could be explored in further study. Indeed, the negotiation of assessment, which involves acknowledging the characteristics of individual students, valuing the interactions between the teaching team and the students, and providing feedback and communication to make the assessment process more transparent, enables progress to be made towards a shared understanding of expectations, while placing those being assessed in the best possible assessment conditions for them. In the final analysis, these more humanist assessment practices are central to a human relationship that needs to be cultivated, which represents an unexplored aspect of assessment in university teaching.