L’EXPÉRIENCE DE L’ÉVALUATION SCOLAIRE CHEZ LES ÉCOLIERS ET COLLÉGIENS. CONTRIBUTION À LA CONNAISSANCE DES PROCESSUS MOTIVATIONNELS À L’ÉCOLE

Abstract

Cet article tente de comprendre, au travers de l’exploitation quantitative provenant d’un questionnaire administre a des collegiens, la facon dont les ecoliers et collegiens francais reagissent aux verdicts scolaires. L’analyse menee tente de distinguer les effets de deux pratiques evaluatives distinctes : l’evaluation par competences et la notation scolaire. L’evaluation par competence proposee plus frequemment a l’ecole primaire limite chez certains eleves en difficulte le decouragement scolaire mais ne peut, a l’instar de la notation scolaire totalement s’affranchir d’une certaine peur de rater. Enfin, notre etude montre que les eleves enquetes travaillent essentiellement dans le but d’obtenir de bons resultats scolaires et la perspective d’un metier futur.  THE EXPERIENCE OF SCHOOL ASSESSMENT BY PRIMARY AND SECONDARY PUPILS. CONTRIBUTING TO THE AWARENESS OF MOTIVATIONAL PROCESSES AT SCHOOL  This article attempts to understand the way French primary and secondary pupils react to educational verdicts using a quantitative approach to a questionnaire administered to secondary-school pupils. This analysis endeavours to distinguish the effects of two distinct assessment practices: competency-based assessment and grading. The competency-based assessment most frequently used in primary school helps to alleviate pupils’ sense of discouragement, but as is the case for grades, cannot completely rid them of a certain fear of failure. Finally, our study shows that pupils in the study work first and foremost with the objective of obtaining good grades as well as favorable professional prospects.