Formative evaluation

  • Jean-Marie DE KETELE (Louvain-la-Neuve, Belgique)
    The evaluation of writing
    2013, Vol. XVIII-1, pp. 59-74

    The term “evaluating written language” hides underlying polysemic concepts that this article aims at clarifying from the start. Therefore both the certifying and the formative evaluation of written production will be addressed. The former is doubly institutional: its aim is to give an orientation and a planification of learning writing skills, and also constitutes the basis of the final decision of success or failure. The latter, widely claimed but less widely applied, aims to improve the  learning of the skill during the learning, and is based on diagnostic concepts, and, in coherence with those, on the setting up of permanent actions allowing learners to progress in their learning. These aspects will be illustrated by concrete examples.


  • François-Marie GERARD (BIEF, Louvain-la-Neuve, Belgique)
    Evaluation as a tool for regulating learning : challenges, necessities and difficulties
    2013, Vol. XVIII-1, pp. 75-92

    School assessment is a systematic procedure which allows enhancing the value of acquired learning as well as giving it meaning.The first challenge is to distinguish between certification evaluation, which aims at probing success in learning, and formative evaluation. This latter is more oriented to improving the acquired learning in itself. This “assessment for learning” can take different forms, depending on the standpoints of the various teachers. A second challenge concerns grasping the evaluation objects: on the one side the knowledge and know-how, and on the other side, the competences needed for their mobilization in order to solve a complex situation.