La congruence entre enseignement, apprentissage et évaluation

Résumé (en anglais)

The article advocates a new conception about evaluation in connection, on the one hand, with learning – taking into account the learners' language needs, the motivations, the social psychological and linguistic characteristics, and, on the other hand, with teaching – taking into account objectives, contents, strategies and techniques used. Evaluation should not only check what the learner remembers from what he/she was taught, but also the skills and the communicative know how he/she has acquired and can use in the outside world. Evaluation activities are aimed at teaching system, the teacher and the learner, taking into consideration: the theoretical approach teaching is based on, the teaching objectives and the teaching situations lived by the learners. The type of teaching takes into account the various skills: linguistic and grammar, strategic, referential, sociolinguistic and sociocultural, discursive. The results obtained by various types of evaluation, diagnostic or prospective, formative or summative, according to time and periodicity, before, during or at the end of learning, as well as the evaluation objectives, focused on the learner or on the teacher and the institution, constitute landmarks for the congruence between teaching/learning, on the one hand, and the teacher and the learner, on the other hand.