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Évaluer des compétences : un jugement d’adaptabilité

Abstract : Relying on the “schema” concept (Piaget, 1967) to define competence as an “invariant organization of conduct for a limited class of situations” (Vergnaud, 1990), the already well-documented problematic of skill assessment opens up to new questions and perspectives about whether to develop these skills or to socially validate their acquisition. One of the characteristics of competence thus defined is that it is doubly adaptive: the organization of a skill leads to adaptation to situations, and using a skill in an activity leads to adaptation to its organization. Thus, skills continue to evolve according to the activities organized by the subjects. It follows that there are different ways of being competent and that each subject develops skills in a specific way. Moreover, any assessment in this register is not only diagnostic, but also prognostic; recognizing competence as “acquired” always implies being able to extend the organization of the activity observed into untested or unknown situations. Analyzed in this light, competency assessment comes out of a judgement on the adaptability of the cognitive construct observed, while the certification of competencies comes out of a judgement of acceptability concerning this adaptability for a given field of intervention.
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Contributor : Aurélie Puybonnieux Connect in order to contact the contributor
Submitted on : Monday, September 27, 2021 - 11:52:12 AM
Last modification on : Wednesday, September 28, 2022 - 5:55:18 AM

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Christian Chauvigné. Évaluer des compétences : un jugement d’adaptabilité. Éducation et francophonie, Association canadienne d’éducation de langue française, 2016, 44 (2), pp.86-108. ⟨10.7202/1039023ar⟩. ⟨hal-03355271⟩



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