Éditorial
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...
Wedi'i Gadw mewn:
| Prif Awduron: | , , |
|---|---|
| Fformat: | Article ou chapitre numérique |
| Iaith: | Français |
| Cyhoeddwyd: |
2025
|
| Mynediad Ar-lein: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| id |
cairn-RAMAP_001_0003 |
|---|---|
| record_format |
cairn |
| spelling |
cairn-RAMAP_001_0003RAMAPRevue africaine de management public https://droit.cairn.info/revue-africaine-de-management-public-2025-1-page-3?lang=fr https://doi.org/10.3917/ramap.001.0003 Éditorial Côme, ThierryLeroux, ErickWade, Bachir2025 fre Revue africaine de management public | 1 | 1 | 2025-01-13 | p. 3-3 RAMAP_00111 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 |
Côme, Thierry Leroux, Erick Wade, Bachir |
| spellingShingle |
Côme, Thierry Leroux, Erick Wade, Bachir Éditorial |
| author_facet |
Côme, Thierry Leroux, Erick Wade, Bachir |
| author_sort |
Côme, Thierry |
| title |
Éditorial |
| title_short |
Éditorial |
| title_full |
Éditorial |
| title_fullStr |
Éditorial |
| title_full_unstemmed |
Éditorial |
| title_sort |
éditorial |
| publishDate |
2025 |
| container_title |
|
| container_issue |
|
| url |
https://ezproxy.univ-orleans.fr/login?url=https://droit.cairn.info/revue-africaine-de-management-public-2025-1-page-3?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/ramap.001.0003 |
| _version_ |
1877246426701889536 |