• Marie DURU-BELLAT (IEP Paris - Université de Bourgogne Franche Comté)
    Assessment, measurement or ranking? Debating about PISA Surveys
    2019, Vol. XXIV-1, pp. 7-19

    Launched at the beginning of the 21rst century, PISA surveys (Programme for international student assessment) whose have been a part of a specific European context, whose purpose is to establish a European policy in the education field, and are characterized by the development of a soft governance through benchmarking, that is a supposed suggestive one only, based on comparative indicators, supposed to foster a sound emulation. After having rapidly described this context, the paper will recall the main technical characteristics of these surveys, before developing the following discussion: can they claim to make up perfect tools for international comparisons of educational systems, and/or an efficient lever for some changes or policies concerning these systems?

  • Annick FAGNANT (Université de Liège)
    Assessment: a central issue in research on pedagogical content knowledge
    2019, Vol. XXIV-1, pp. 37-51

    Introduced in the 1980s, the concept of content pedagogical knowledge (PCK) has grown significantly in the field of mathematics in the next decades. From the outset, PCK assessment has attracted the attention of researchers. After reminding the origin of the concept, two assessment approaches (static vs dynamic) of PCK are put into perspective. Given the feature of preschool, PCK assessment of teachers practicing at this level is developed in the second part of the paper. Finally we will see that the question of PCK is intrinsically linked to that of teachers' professional development. In this domain, recent research opens new and interesting perspectives, especially in the field of assessment.

  • Sébastien GEORGES (Centre international d’études pédagogiques, Sèvres)
    Evaluate oral production by means of a scientific proocedure
    2013, Vol. XVIII-1, pp. 47-58

    In this paper we propose a methodology for designing and administering a test of speaking in conditions that are of the highest importance for the testees. With examples of high stake assessments where speaking is not the only ability measured, we will demonstrate how a rigorous and scientific approach offers advantages to the test in terms of validity, reliability, sensitivity and equity. We will also examine how the adepts of this approach are an appropriate answer to the initial request and to the expectation of the final users. The benefits for the stakeholders will also reviewed.

  • Elwys STEFANI (DE) (Bâle, Suisse)
    An interactional approach to grammar: evaluative right-dislocations in talk-in-interaction
    2017, Vol. XXII-2, pp. 15-32

    In this article, we first provide an introduction to interactional linguistics and then revisit from an interactional perspective a structure widely attested in grammar books: right-dislocation (RD). Drawing on video data (hairdressing and dinner conversations), we examine several cases of assessments accomplished through RDs and distinguish between a) closing-implicative RDs with which speakers assess a narration, and b) RDs with which participants asses an object present in the immediate physical environment, thereby initiating a new course of action. A fine-grained multimodal analysis allows us to conclude that participants mobilize grammatical resources and exploit them in talk-in-interaction in a way that is sensitive to the kind of activities in which they are engaged.