Philippe Perrenoud

Bio: Philippe Perrenoud is an academic researcher from University of Geneva. The author has contributed to research in topics: Primary education & Competence (human resources). The author has an hindex of 32, co-authored 133 publications receiving 4485 citations.

Construir as competências desde a escola

Abstract: Philippe Perrenoud (Cap. 2 e 3) Um especialista e competente porque: • Domina, com muita rapidez e seguranca, as situacoes mais comuns, por ter a sua disposicoes esquemas complexos que podem entrar imediatamente e automaticamente em acao, sem vacilacao ou reflexao real; • E capaz de, com um esforco razoavel de reflexao, coordenar e diferenciar rapidamente seus esquemas de acao e seus conhecimentos para enfrentar situacoes ineditas; (p.26)

Métier d'élève et sens du travail scolaire

Abstract: Aujourd’hui, les eleves sont devenus des « apprenants ». Cette centration sur les apprentissages et donc sur la didactique qui les organise pourrait, si l’on n’y prend garde, etre l’etape ultime de la denegation du sujet : si l’apprenant n’apprend pas, s’il ne veut ou ne peut apprendre, quelle identite lui reste-t-il ? Identifier l’eleve a l’apprenant, c’est empecher de penser la distance entre le role que les adultes lui attribuent et ce qu’il en fait, c’est oublier que le metier d’eleve est assigne aux enfants et aux adolescents comme un metier statutaire, a la maniere dont un adulte est mobilise par l’Etat dans un jury ou une armee. Juridiquement, le travail scolaire est plus proche des travaux forces que de la profession librement choisie. Idealement, le metier d’eleve les invite a travailler pour apprendre. En realite, on demande aussi aux enfants et adolescents de travailler pour etre occupes, pour rendre des textes, des exercices, des problemes verifiables, pour etre evalues, pour contribuer au bon fonctionnement didactique, pour rassurer leurs maitres et leurs parents. On les invite a suivre des routines et des regles qui visent parfois a optimiser les apprentissages et le developpement intellectuel, mais parfois, plus prosaiquement, a assurer le silence, l’ordre et la discipline, a faciliter la coexistence pacifique dans un espace clos, a garantir le respect des programmes, le bon usage des moyens, l’autorite du maitre. Une sociologie du metier d’eleve est a la fois une sociologie du travail scolaire, de l’organisation educative et du curriculum reel. Elle analyse leurs tactiques et leurs strategies, la facon dont ils prennent des distances face aux attentes des adultes et rusent avec leur pouvoir dans la famille ou dans l’ecole. Elle eclaire les contenus concrets de la culture scolaire telle qu’elle est transposee et s’incarne au jour le jour dans les classes. Enfin, elle s’interesse au sens que donnent les eleves au travail quotidien, en fonction de leur heritage culturel aussi bien que des situations dans lesquelles on les place et du pouvoir qu’on leur concede. Date de premiere edition : 1994.

From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field

Abstract: (1998). From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 85-102.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Developing a theory of formative assessment

Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.

Knowing What Students Know: The Science and Design of Educational Assessment

Abstract: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

Developing the theory of formative assessment

Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.