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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...

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Bibliographic Details
Main Author: Pons, Xavier
Format: Article ou chapitre numérique
Language:Français
Published: 2025
Online Access:Accès Université d'Orléans et IFPM
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spelling cairn-RAMAP_001_0001RAMAPRevue africaine de management public https://droit.cairn.info/revue-africaine-de-management-public-2025-1-page-1?lang=fr Pages de début Pons, Xavier2025 fre Revue africaine de management public | 1 | 1 | 2025-01-13 | p. 1-1 RAMAP_00110 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.Cet article interroge l’évolution des différents rapports aux temps multiples de l’évaluation formative des apprentissages des élèves, partant de la pédagogie de maitrise des années 1970 jusqu’aux reconfigurations conceptuelles contemporaines francophones et anglophones. Deux axes structurent l’analyse critique : la planification et la régulation. Dès la pédagogie de maitrise, le temps est considéré comme faisant partie du « problème » de l’apprentissage des élèves. Le texte analyse la transformation progressive de la conceptualisation de ce temps, d’abord unidimensionnel associé à une appréhension physique et objective, puis de façon systémique en prenant en compte la pluralité des espaces-temps et des rapports subjectifs en jeu. Passant du « temps pour apprendre » à « l’apprentissage du temps », les enjeux d’une évaluation continue pour apprendre durablement (ECPA) sont présentés, incluant des temporalités et régulations plurielles, flexibles, non linéaires, extensives.Cairn free access
language Français
format Article ou chapitre numérique
building 0/Bibliothèque numérique/
1/Bibliothèque numérique/Cairn/
description 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.
author Pons, Xavier
spellingShingle Pons, Xavier
Pages de début
author_facet Pons, Xavier
author_sort Pons, Xavier
title Pages de début
title_short Pages de début
title_full Pages de début
title_fullStr Pages de début
title_full_unstemmed Pages de début
title_sort pages de début
publishDate 2025
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url https://ezproxy.univ-orleans.fr/login?url=https://droit.cairn.info/revue-africaine-de-management-public-2025-1-page-1?lang=fr
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