L’engagement d’élèves du primaire et du secondaire dans l’évaluation par les pairs renforcée par le numérique

This article explores the integration of digital platforms into assessment in aid of learning (formative assessment), focusing on new alignments between learning goals and student engagement in providing feedback to peers. The theoretical framework draws on sociocultural perspectives on learning that emphasize the importance of context in students' active classroom participation and engagement. A collaborative research methodology (design-based research), is employed to develop these new alignments for exploiting the possibilities of digital platforms in assessment situations. The results provide detailed descriptions of these alignments and exemplify the traces left by students when exercising their evaluative judgment, notably through their feedback to their peers. These results shed new light on student engagement in the classroom, showing how assessment as a learning aid enriches the quality of peer interactions.