إشكالية التقويم الشمولي لمعارف المتعلمين : قراءة في باراديغم سوسيولوجيا التقويم المدرسي

Abstract EN

The current paper endeavours to analyse various historical and epistemological conditions controlling the emergence and evolution of the sociology of evaluation, as well as approaching the act of evaluation as a social act through studying the extent of correlation between the holistic evaluation of learners’ knowledge and various types of school, personal, professional and social success.

It is based on reviewing and discussing the last chapter of Pierre Miller’s Sociology of the School Evaluation.

The latter is considered as a starting point to provide the epistemological conditions to enable the establishment of the sociology of evaluation in the Moroccan context opened to the transformations that the field of educational sociology and school in the Western context experiences.