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Resume Dans cet article, nous etudions en quoi la TAD permet de faire evoluer la problematisation de l’evaluation des apprentissages et de la regulation de l’enseignement. En effet, ces questions etaient principalement abordees dans une approche psycho-cognitive, sans prendre en compte l’assujettissement de l’eleve a une institution et la necessite d’evaluer les rapports personnels a un savoir donne confrontes au rapport institutionnel, a differents niveaux de codetermination. Nous etudions les potentialites d’une analyse praxeologique des tâches, et plus particulierement au niveau technologico-theoriques, au regard d’une etude epistemologique du domaine de savoir pour d’une part, caracteriser des evaluations valides (Grugeon-Allys et Grapin, a paraitre) et d’autre part, decrire les praxeologies a enseigner, enseignees et apprises (Grugeon-Allys et al., 2012). De la mise en relation de ces praxeologies, nous degageons des aspects epistemologiques a travailler par les eleves pour organiser la regulation de l’enseignement en fonction de leurs besoins d’apprentissages (Pilet, 2015 ; Grugeon-Allys, 2016). Mots-cles : Theorie Anthropologique du Didactique, Evaluation, Niveaux de codetermination. Abstract In this article, we study how TDA impacts the problematization of the evaluation of learning and the regulation of teaching. Indeed, these questions were mainly addressed in a psycho-cognitive approach, without taking into account the student's subordination to an institution and the need to evaluate personal relationships with a given knowledge confronted with the institutional relationship, at different levels of co-determination. We study the potentialities of a praxeological analysis of tasks, and more particularly at the technological-theoretical level, with regard to an epistemological study of the field of knowledge, on the one hand, to characterize valid evaluations (Grugeon-Allys and Grapin, to be published) and on the other hand, to describe the praxeologies to be taught, taught and learned (Grugeon-Allys et al. 2012). From the linking of these praxeologies, we identify epistemological aspects to be worked on by the students in order to organize the regulation of teaching according to their learning needs (Pilet, 2015; Grugeon-Allys, 2016). Keywords: Anthropological Theory of Didactics, Evaluation, Levels of codetermination.

La problématique de l’évaluation et de la régulation : apports de la TAD<br>The issue of evaluation and regulation: contributions of the ATD