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Depuis plusieurs années, la formation des enseignants en Suisse a vu la mise en oeuvre de curricula basés sur une logique d’acquisition de compétences professionnelles. La Haute École pédagogique de Fribourg certifie le parcours de ses étudiants par le biais d’évaluations par tâches complexes réparties au cours de la formation de niveau Baccalauréat. La recherche présentée s’intéresse aux représentations développées par les étudiants à propos de ce mode d’évaluation, et plus précisément au sens qu’ils attribuent à cette modalité d’évaluation rarement rencontrée dans leur parcours scolaire. L’analyse qualitative met en évidence un mode d’évaluation perçu comme fortement producteur de sens malgré une connaissance souvent lacunaire des critères d’évaluation institutionnels. La mise en évidence d’apprentissages réalisés par les étudiants dans ce cadre suscite un questionnement quant à la validité des tâches proposées, ainsi qu’une réflexion au sujet de la frontière entre évaluation formative et évaluation sommative, dans un contexte d’évaluation par tâches complexes.For several years, curricula based on the acquisition of professional skills were implemented in the training of teachers in Switzerland. The University of Teachers Education of Fribourg certifies students through assessments with complex tasks throughout the three years of training. Our research focuses on representations of students about this form of assessment, and more specifically on the meaning they attribute to this innovative process, which they rarely encountered in their previous school careers. The qualitative analysis reveals that this assessment method is perceived as meaningful, despite the fact that students often lack know - ledge of institutional assessment criteria. Furthermore, it suggests that learning achieved by students in this context raises questions as to the validity of the proposed tasks. Finally, we discuss its implications on the distinction between formative and summative assessment in the context of assessment of complex tasks.Durante muitos anos, a formação de professores na Suíça assistiu à implementação de curricula baseados numa lógica de aquisição competências profissionais. a Escola Superior de Educação de Friburgo certifica o percurso destes estudantes através da avaliação das tarefas complexas distribuídas ao longo do Bacharelato. a investigação aqui apresentada debruça-se sobre as representações construídas pelos estudantes sobre este modo de avaliação e, mais precisamente, sobre o sentido que eles atribuem a esta modalidade de avaliação pouco comum no seu percurso escolar. a análise qualitativa coloca em evidência um modo de avaliação que é percebido como sendo fortemente produtor de sentido, apesar da ausência de um conhecimento dos critérios de avaliação institucionais. a evidenciação das aprendizagens realizadas pelos estudantes neste quadro suscita um questionamento sobre a validade das tarefas propostas, bem como uma reflexão sobre a fronteira entre a avaliação formativa e a avaliação sumativa num contexto de avaliação por tarefas complexas

Sens attribué à l’évaluation des compétences professionnelles par tâches complexes chez de futurs enseignants en formation