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À partir du constat qu’une profession (ici, celle de l’éducateur spécialisé) ne se réduit pas à l’analyse d’une situation à laquelle il conviendrait de réagir d’une manière standard, l’évaluation de ses acteurs n’est pas réductible à un décompte d’actes « performants ». L’évaluation d’un professionnel, impliqué dans une tâche complexe, passe impérativement par la prise en compte de ses propres objectifs. Le métier d’éducateur spécialisé est investi de manière très diverse par les professionnels, mais tous doivent établir des rapports d’activité. À partir de ces productions, quatre valeurs d’appui ont été mises en évidence et introduites dans un questionnaire à choix forcé par paires. Une classification ascendante hiérarchique (CAH) met en évidence six types d’organisation de ces valeurs comme autant de systèmes de sens à prendre en compte dans l’évaluation des professionnels. Cette formalisation trouve des répercussions dans la formation initiale et continue des professionnels.Based on the observation that a profession (here taken to mean the specialized educator) cannot be reduced to an analysis of a situation in which a standard response to a task at hand can be routinely expected, the evaluation of these actors cannot be achieved by mere enumeration of a series of “adequate” responses. The evaluation of a professional who solves a complex task must be achieved by taking into account his own goals. The specialized educators are engaged in several ways, but always they have to establish activity reports. Based on these reports, four key values have been identified and introduced in a forced-choice questionnaire. By using hierarchical clustering (HCA), six ways of organizing these values emerge, constituting a number of identified systems (with meaning) that must be taken into account in the assessment of professionals. This formalization has repercussions on the initial and continued training of professionals.Constatando-se que uma profissão (neste caso, a de educador especializado) não se reduz à análise de uma situação à qual conviria responder de um modo padronizado, a avaliação dos seus atores não é redutível a uma mera contagem dos atos « adequados ». A avaliação de um profissional envolvido numa tarefa complexa implica obrigatoriamente ter em consideração os seus próprios objetivos. A profissão de educador especializado reveste-se de formas muito diversas pelos profissionais, mas todos devem elaborar relatórios de atividade. A partir destas produções, foram evidenciados e introduzidos quatro valores-chave num questionário de escolha forçada. Uma classificação ascendente hierárquica (CAH) destaca seis tipos de organização destes valores como sistemas de sentido a ter em conta na avaliação dos profissionais. Esta formalização tem repercussões na formação inicial e contínua dos profissionais

Contribution à l’évaluation de l’activité professionnelle sur la base d’une CAH : le cas des éducateurs spécialisés