Engagement de l’élève dans le processus d’évaluation des apprentissages et implication des parents dans l’acte d’apprendre

This article explores assessment within an active pedagogical framework by examining the experience of a second-grade elementary student in a U.S. public school. The teacher fosters an engaging learning environment by encouraging students to take on the role of teacher, including during assessment activities. Additionally, an inclusive approach involving parents helps cultivate a sense of trust within the classroom. By analyzing students’ discourse, this study aims to document an innovative assessment practice and highlight its underlying learning purpose. It contributes to the ongoing discussion on rethinking assessment from multiple perspectives to enhance its role in student development.