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Une conception socioculturelle de l’évaluation formative des apprentissages devientune tendance en recherche, renvoyant à une pratique interprétative qui se déploie dans desjeux d’interdépendance au sein des interactions en classe. Cet article vise à situer lacontribution de cette conception à partir de différentes modélisations de la mise en oeuvrede l’évaluation formative et de notre investigation de terrain sur les savoirs pratiquesd’enseignantes en cette matière. Comme on le verra, ces récents travaux élargissent laconceptualisation de l’évaluation formative et suggèrent que les prospectives en recherchelogent à l’enseigne d’une conception sociale, c’est-à-dire discursive et située.A sociocultural perspective for the formative assessment of learning is becoming apopular research trend, one which refers to an interpretive practice that is carried outthrough interdependency games during classroom interaction. This article will focus ondescribing the contribution of this perspective by presenting different models of formativeassessment and our fieldwork on teachers’ practical knowledge on the subject. As we willsee, this recent work broadens the notion of formative assessment and suggests that theresearch prospectives stand within a social conception, that is to say discursive andcontextualized.A concepção sociocultural da avaliação formativa das aprendizagens tornou-se umadas principais tendências da investigação, remetendo para uma prática interpretativa que seconsubstancia nos jogos de interdependência que sucedem nas interacções da sala de aula.este artigo pretende situar a contribuição desta concepção a partir das diferentesmodelizações da operacionalização da avaliação formativa e da nossa investigação no terrenosobre os saberes práticos dos professores nesta matéria. Como se verá, estes recentestrabalhos alargam a conceptualização da avaliação formativa e sugerem que as prospectivas eminvestigação comportam uma concepção social, quer dizer, discursiva econtextualizada

La portée d’une perspective socioculturelle de l’évaluation formative