{"id":55425,"date":"2021-01-04T11:30:27","date_gmt":"2021-01-04T19:30:27","guid":{"rendered":"https:\/\/world.edu\/?p=55425"},"modified":"2021-01-04T11:30:27","modified_gmt":"2021-01-04T19:30:27","slug":"note-his-pizza-delivery-man-or-his-taxi-driver-for-once-would-school-be-the-way-of-reason","status":"publish","type":"post","link":"https:\/\/world.edu\/note-his-pizza-delivery-man-or-his-taxi-driver-for-once-would-school-be-the-way-of-reason\/","title":{"rendered":"Note his pizza delivery man or his taxi driver: for once, would school be the way of reason?"},"content":{"rendered":"

\"\"<\/span><\/p>\n

When it comes to assessment, would the school get wise while the rest of society goes mad?\u00a0We note, in fact, the coexistence of two movements in opposite directions.<\/span><\/p>\n

One, concerning school evaluations, which strives to better explain the objects of evaluation (new programs,\u00a0<\/span>core competencies<\/span><\/a>\u00a0), advocates a more reasonable use of marks (or even a\u00a0<\/span>deletion of<\/span><\/a>\u00a0marks\u00a0), and implements new personalized diagnostic tools, such as \u201cdescriptive scales\u201d, which list the characteristics of the expected production, defining for each level of progression.<\/span><\/p>\n

The other affects work, and multiple sectors of the market economy, in the sense of an\u00a0<\/span>outburst of ratings<\/span><\/a>\u00a0, without any methodological or ethical precaution, when it is a question for example of rating a meal delivery person home, the operator of a telecommunications company, or a taxi driver.<\/span><\/p>\n

Would school evaluators be in a position to lecture others, and for what reasons?<\/span><\/p>\n

Student interest<\/strong><\/h4>\n

In fact, at school as in the rest of society, the same dangers lie in wait, the same impulses are at work, and the\u00a0<\/span>same safeguards<\/span><\/a>\u00a0must be put in place.\u00a0But, one could hypothesize that the fact that they operate in the field of an educational activity makes the evaluators more spontaneously virtuous!<\/span><\/p>\n

As the interest of the pupils can never be totally lost sight of, the need for\u00a0<\/span>evaluation<\/span><\/a>\u00a0to be at the service of pupil learning is always more or less present in the minds of teachers.\u00a0This motivates them to seek and implement evaluation methods less sensitive to bias factors, in particular of psychosocial origin;\u00a0and more just, by avoiding the temptation of abuse of power.<\/span><\/p>\n

However, virtue is not immediately obvious, and academic assessment is not immune to excesses or absurdities.\u00a0Questionable logics can be at work, such as that consisting in betting everything on the selection of an elite, through the multiplication of competitions, which classify and eliminate;\u00a0or admissions on files and transcripts, which in fact favor certain courses.\u00a0And we can pursue debatable goals, such as establishing a hierarchy of establishments.<\/span><\/p>\n

The temptation to win is never far away, and many mistakes are made, even blows struck, in the name of the search for excellence.\u00a0The fight for a \u201cformative\u201d evaluation, which would be at the service of the pupil by helping him to progress through a better perception of his strengths and weaknesses, is never won in advance.\u00a0But we must recognize that this has nothing to do with the spectacle offered by the economic world.<\/span><\/p>\n

Consumer judges<\/strong><\/h4>\n

With regard to evaluation, the socio-economic field has become a\u00a0<\/span>veritable “Wild West”<\/span><\/a>\u00a0.\u00a0Rating is a firearm, which one draws at any time, and for any purpose.\u00a0And just as in the Far West, everyone is both a shooter and a target, so each citizen is today constantly in the position of judge \/ judge, notator \/ noted.<\/span><\/p>\n

Here, you are asked to add, or subtract, stars;\u00a0there, to note on 5 a furnishing product, or the work of the one who changed the wheels of your car.\u00a0Since the advantage is always with whoever shoots the fastest, business revel in quick reviews.<\/span><\/p>\n

There are no clear rules for making notes.\u00a0What we have the right to expect from objects or people assessed is never precisely defined.\u00a0But the system endures, and develops, because everyone finds its account there.\u00a0The search for profits is made easier.<\/span><\/p>\n

By helping to establish hierarchies of “products”, consumers are doing the work of sellers.\u00a0They derive their benefit from the impression given to them of becoming effective actors in economic life, always having their say.\u00a0Which, it should be said in passing, confirms Rousseau’s adage (\u00a0<\/span>Du Contrat Social<\/span><\/em><\/a>\u00a0, book 1, chap. 1): “Such as one thinks himself the master of others, who never ceases to be more a slave than them”.<\/span><\/p>\n

Evaluation, a need?<\/strong><\/h4>\n

We can account for evaluative expansion and inflation by citing three main reasons, which places evaluative practices at the confluence of three major impulses.\u00a0The first is epistemic;\u00a0the second axiological;\u00a0the third economic.<\/span><\/p>\n

An epistemic drive:<\/span><\/strong>\u00a0we evaluate to satisfy the legitimate desire to know where we are, in relation to goals or objectives.\u00a0From this first point of view, living without evaluating would be like moving forward in difficult terrain while keeping your eyes closed.\u00a0Resorting to evaluation is beneficial here.\u00a0This is the main and legitimate raison d’\u00eatre of the evaluation of educational actions, like social actions.<\/span><\/p>\n

An axiological drive:<\/span><\/strong>\u00a0one evaluates to say the value, goods as well as people.\u00a0Man is an animal who sees everything through scales of values, and who produces value by making judgments about things and beings: it’s good;\u00a0it’s good.\u00a0The ambiguity of the very term value warns of the perils that lie in wait for this activity of “envaluation”, that is to say of creation of value by means of a\u00a0<\/span>simple judgment<\/span><\/a>\u00a0.\u00a0Unfounded, and unfair, attribution of value is arguably the greatest risk to academic assessment.<\/span><\/p>\n

An economic drive:<\/span><\/strong>\u00a0we evaluate to facilitate profit-producing mechanisms.\u00a0We could say: to put oil in the cogs of a commercial operation, and to make the market economy work better.<\/span><\/p>\n

The evaluation is used to direct the frenzy of consumption towards the best products, services, but also people (recruitment procedures).\u00a0It is understandable why, in a context of \u201cuberization\u201d of the economy, wild and summary valuation practices are multiplying.<\/span><\/p>\n

The proliferation of simplistic, even childish, evaluations in the current social field can thus be explained by the encounter between a totally unbridled economic drive and an axiological drive that no longer has any brakes or safeguards, while we neglects or forgets the epistemic requirement.\u00a0And the best state of school evaluation, by the fact that an educator cannot afford to neglect the requirements of epistemic or ethical orders, under penalty of depriving his work of all meaning.\u00a0Because educating requires!<\/span><\/p>\n

This is the great lesson that\u00a0<\/span>school evaluation<\/span><\/a>\u00a0is entitled to send to all who claim to be evaluators.<\/span><\/p>\n

Author Bio:<\/strong> Charles Hadji is Honorary Professor (Educational Sciences) at Universit\u00e9 Grenoble Alpes (UGA)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

When it comes to assessment, would the school get wise while the rest of society goes mad?\u00a0We note, in fact, the coexistence of two movements in opposite directions. One, concerning school evaluations, which strives to better explain the objects of evaluation (new programs,\u00a0core competencies\u00a0), advocates a more reasonable use of marks (or even a\u00a0deletion of\u00a0marks\u00a0), […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":55426,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[8550],"coauthors":[11733],"class_list":["post-55425","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-assessment"],"acf":[],"yoast_head":"\nNote his pizza delivery man or his taxi driver: for once, would school be the way of reason? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/note-his-pizza-delivery-man-or-his-taxi-driver-for-once-would-school-be-the-way-of-reason\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Note his pizza delivery man or his taxi driver: for once, would school be the way of reason? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"When it comes to assessment, would the school get wise while the rest of society goes mad?\u00a0We note, in fact, the coexistence of two movements in opposite directions. 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