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S’appuyant sur un questionnaire soumis à l’entrée en formation initiale, l’étude cherche à cerner la façon dont les futurs enseignants du secondaire perçoivent les liens entre évaluation et apprentissage. Elle s’intéresse aux différentes fonctions de l’évaluation, aux différentes formes d’évaluation formative que les futurs enseignants ont rencontrées dans leur parcours scolaire et à la façon dont ils peuvent imaginer des modalités d’évaluation variées. Alors que les résultats des questionnaires fermés montrent que les participants soutiennent une vision élargie de l’évaluation formative, les questions ouvertes témoignent quant à elles d’une vision étroite dans laquelle le versant régulation n’est pas suffisamment présent et où les élèves semblent peu impliqués. Les expériences vécues par les futurs enseignants au cours de leur scolarité semblent limitées et ils imaginent difficilement qu’il soit possible d’intégrer pleinement l’évaluation aux situations d’apprentissage.Based on a questionnaire submitted at the very beginning of initial training, the study aims to identify how future secondary school teachers perceive the links between assessment and learning. The study also looks at different functions of assessment, at different kinds of formative assessment that future teachers encounter during their schooling and at the way they can image different evaluation procedures. When the results coming from Likert-type questionnaires show that participants sustain an enlarged vision of formative assessment, open questions show indeed a narrower view of assessment in which regulation is poorly represented and where students are few involved. Their experiences as students seem limited and they encounter difficulties to imagine how to fully integrate assessment in learning situations.Com base num questionário submetido à entrada da formação inicial, o estudo pretende identificar o modo como os futuros professores do secundário concebem as ligações entre a avaliação e a aprendizagem. O estudo aborda as várias funções da avaliação, as diferentes formas de avaliação formativa com as quais os futuros professores se confrontam nos seus percursos escolares e o modo como podem imaginar modalidades de avaliação variadas. Embora os resultados dos questionários fechados mostrem que os participantes sustentam uma visão abrangente da avaliação formativa, as perguntas abertas refletem, em contrapartida, uma visão estreita na qual o lado de regulamentação não está suficientemente presente e onde os alunos parecem pouco envolvidos. As experiências vividas pelos futuros professores durante a sua escolaridade parecem limitadas, encontrando dificuldades para imaginar a possibilidade de integrar plenamente a avaliação nas situações de aprendizagem

mesure et évaluation en éducation

Les conceptions des futurs enseignants du secondaire en matière d’évaluation : entre un accord de principe et une vision limitée de l’évaluation formative