Abstract
Evaluation of audio-visual teaching materials has only recently become the subject of scientific research among French educationists. The reason for this is not difficult to grasp: in the absence of any clear doctrine, and amid the confusion of aims concerning the use of audio-visual media, everyone felt condemned to work in an ill-defined field. This double difficulty was complicated by a more local factor: in France, more than anywhere else probably, research was for a very long time divided into the ancient intuitive and subjective categories. This would account for the limited number of evaluational studies so far undertaken in the field of audio-visual education. Those we shall mention here are tentative, isolated and dispersed. At the same time it is clear that a new trend is taking shape. We find that without abandoning qualitative research, which indeed has a role to play, qualitative evaluation is slowly beginning to win its rightful place.
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