Au coeur du jugement professionnel en évaluation : des démarches de triangulation

Abstract

This article concerns teachers’ professional judgement when making assessments to determine grades in the student’s report card. It is based on an analysis of interviews with 10 sixth-grade teachers. After a presentation of the concept of triangulation as defined in publications on research methodology, the degree of correspondence with teachers’ assessment practices is examined. The results show that all the teachers use diverse forms of triangulation, aimed sometimes at validation, other times at enlarging their interpretation.