Evaluating to support learning : observations, directions, obstacles, and avenues for reflection

Abstract

In its current form, the evaluation of learning is at odds with the primary mission of schools, which is to bring each individual to know themselves and to develop their full potential. Such was the conclusion of the Conseil supérieur de l’éducation (CSE), presented in a report on the state and needs of education in 2016–2018 entitled Évaluer pour que ça compte vraiment and submitted to the Assemblée nationale in February of last year (CSE, 2018). This report, which was the result of two years of research, writing, reflection, and consultations involving experts, teachers, managers, and parents at all levels of instruction, painted an appalling picture of evaluation, from preschool to the end of university. In fact, it invited teachers to completely renew their perspective; to stop evaluating the way that they themselves were evaluated, and in its place embrace a logic of evaluation rooted in feedback that better reflects and supports learning among the diversity of learners across the school system. Although it made an essential contribution to reflections on education, the report also elicited strong reactions, mainly because it challenged firmly entrenched beliefs and practices. Following is an overview of the observations presented in this colossal research initiative regarding the evaluation of learning, the directions proposed by the CSE, the main obstacles to the change of course proposed, and a few avenues to stimulate the reflections of teachers, professionals, and administrators in the college system.