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À partir d’un cadre qui définit l’évaluation-soutien d’apprentissage etl’évaluation formative élargie, cet article étudie une forme particulière d’évaluationformative qui a pour intérêt de s’intégrer aux activités d’apprentissage des élèves.Conceptualisée comme une évaluation-régulation interactive en tant que participation guidéequi a une fonction d’étayage et de médiation à l’autorégulation de l’élève, elle n’estcependant pas à confondre avec toute évaluation interactive. Cet article présente unerecherche collaborative menée avec neuf enseignants de l’école primaire genevoise quis’interrogent sur leur façon d’intervenir dans des situations complexes à des fins desoutien d’apprentissage. Les résultats sont présentés sous forme de quatre structures departicipation guidée qui caractérisent les processus dialogiques des évaluations-régulationsinteractives étudiées. Afin d’illustrer la façon dont les enjeux d’apprentissage sonttraités dans ces évaluations, les résultats se centrent sur un problème en particulier,« Enclos de la chèvre », issu des moyens d’enseignement romands desmathématiques.From an enlarged conception of formative assessment and from the model ofassessment for learning, this article examines a specific form of classroom-basedassessment, which is integrated in students’ learning activities. This form of assessment isdesigned as an “interactive regulation-assessment” and a guided participation, whosefunction is to scaffold student’s self-regulation. However, this form of assessment shouldnot be taken as any form of interactive assessment. The article presents a collaborativeresearch carried out with nine teachers working in primary education in the canton of Genevaand having questions about how intervening in complex situations in order to supportstudents’ learning. The results show four structures of guided participation thatcharacterize dialogical processes of interactive regulation-assessment. In order toexemplify how leaning stakes are treated in these processes, the results focus on a specificproblem in mathematics education, “Enclos de la chèvre”, taken from official textbook ofFrench-speaking part of Switzerland.A partir de um quadro que define a avaliação-apoio da aprendizagem e a avaliaçãoformativa alargada, este artigo analisa uma forma particular de avaliação formativa que temcomo finalidade integrar-se nas atividades de aprendizagem dos alunos. Concetualizada comouma avaliação-regulação interativa enquanto participação guiada que tem uma função desuporte e mediação da autorregulação do aluno, não se deve confundir, no entanto, comqualquer avaliação interativa. Este artigo apresenta uma investigação colaborativa realizadacom nove professores do 1.º ciclo do ensino básico de Genebra que se questionam sobre a suaforma de intervir em situações complexas de apoio à aprendizagem. Os resultados sãoapresentados sob a forma de quatro estruturas de participação guiada que caracterizam osprocessos dialógicos das avaliações-regulações interativas estudadas. Para ilustrar o modocomo os desafios de aprendizagem são abordados nestas avaliações, os resultados centram-senum problema particular, « o recinto da cabra », retirado dos recursos de ensino romandos dematemática

mesure et évaluation en éducation

Évaluation-régulation interactive : étude des structures de participation guidée entre enseignant et élèves dans le problème mathématique « Enclos de la chèvre »