La grille critériée et le portfolio à l'épreuve du suivi pédagogique

Abstract

This article tries to answer the following question : which type of document, competency scale or portfolio allows the most efficient follow up, owing to the fact that it transmits a consistent and valid image of pupils'learning situation. A semantic study of these documents helps constructing a simulation system aiming at testing them in relation to two quoted variables associated with learning to read. The results obtained in three French speaking countries show a higher efficiency of the portfolio, especially for underacnievers ; for successful pupils its efficiency is depending on the kind of evaluation made by teachers : it must be based on global observation. This document can be understood by everybody, including parents whatever their acculturation level is. Eventually this tool requires pupil's reflexivity on his achievement. Pupil's participation in the creation of this document, under teacher's supervision, is profitable in two ways : - to the cognitive effect of reflexivity a relational function is added thanks to this type of document, as the pupils can make comments according to the expectations of the person addressed. - time devoted to interactive management of this document is not "lost", it is part of learning process.