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Cet article examine un dispositif d’évaluation des enseignements par les étudiants (EEE) en analysant les choix des équipes pédagogiques concernant les questionnaires qu’elles conçoivent. Cette étude est menée afin d’étudier la place possible de l’EEE dans le cadre de l’évaluation-conseil. En effet, pour que l’EEE soit utile aux enseignants, il convient que les questions posées aux étudiants permettent aux enseignants comme aux professionnels de l’accompagnement de s’inscrire dans une logique d’évaluation-conseil. Les résultats montrent leur intérêt dans ce cadre en fournissant aux enseignants des données qui leur permettent de conforter ou de modifier leurs enseignements. Ils soulignent également l’absence de recueil de données en lien avec certaines dimensions de la relation pédagogique (notamment les difficultés étudiantes et les interactions enseignant-étudiant), ce qui pose la question de la perception de l’enseignement chez les enseignants-chercheurs en France.This article attempts to investigate a system of the teaching evaluation by students focusing on the choice of items made of teaching staff when designing the evaluation questionnaire. The purpose of this research is to study whether results of student evaluation of programmes may be used to ground professional advice to teachers. Items surveyed in the evaluation questionnaire should be selected specifically for the scheme to provide results on which to build advisory expertise for improvement of teaching practices. The results show which items provide useful information for teaching teams. They also highlight the absence of a series of items concerning student learning problems and teacher-learner relationships that questions the perception of teaching by academics in France.Este artigo examina um dispositivo de avaliação do ensino pelos estudantes (AEE), analisando as opções das equipas pedagógicas na conceção dos questionários. O seu propósito é estudar o possível lugar da AEE no quadro da avaliação-conselho. Com efeito, para que AEE seja útil aos professores, convém que as questões colocadas aos estudantes permitam, tanto aos professores como aos profissionais de acompanhamento, a adoção de uma lógica de avaliação-conselho. Neste quadro, os resultados revelam interesse, fornecendo aos professores dados que lhes permitem confortar ou modificar o seu ensino, e sublinham, igualmente, a ausência de recolha de dados em articulação com certas dimensões da relação pedagógica (nomeadamente as dificuldades dos estudantes e as interações aprendente-professor), o que coloca a questão da perceção do ensino entre os professores-investigadores em França

mesure et évaluation en éducation

Le caractère formatif d’un dispositif d’évaluation des enseignements par les étudiants (EEE) : une analyse de l’utilité des questionnements pour une démarche réflexive