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The text examines the evolution of different relationships to time in the formative assessment of student learning, tracing developments from Mastery Learning in the 1970s to contemporary conceptual reconfigurations in both French- and English-speaking contexts. The critical analysis is structured a...
Enregistré dans:
| Auteur principal: | |
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
2025
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| Accès en ligne: | Accès Université d'Orléans et IFPM |
| Résumé: | The text examines the evolution of different relationships to time in the formative assessment of student learning, tracing developments from Mastery Learning in the 1970s to contemporary conceptual reconfigurations in both French- and English-speaking contexts. The critical analysis is structured around two axes : planning and regulation. From the outset of Mastery Learning, time was viewed as an integral part of the “problem” of student learning. The text explores the progressive transformation of the conceptualization of time, shifting from a one-dimensional construct tied to a physical and objective perspective, to a systemic one that considers the plurality of spaces and times, and subjective relationships at play. Moving from “time for learning” to “learning time”, the challenges of continuous assessment for sustainable learning (ECPA) are presented, emphasizing plural, flexible, non-linear, and extensive temporalities and regulations. |
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