L’évaluation en sciences humaines et sociales entre objectivité et pouvoir rhétorique : pratiques docimologiques en contexte universitaire

Abstract

This paper attempts to study the pedagogical evaluation in human and social sciences. Its major aim is to show the impact of language well say "bien dire" on summative evaluation as a "human" process whose practices are often conditioned by several factors which could affect the objectivity of such activity. These factors are particularly relevant to the correlation created between the "evaluator" and the language processes implemented by the "evaluated” and which generates a rhetorical power likely to bring out evaluative discrepancies. To study this relationship between rhetorical power and educational evaluation, a quantitative experimental research was conducted within the local department of French language and literature. The study implies a summative evaluation carried out by 10 teachers-correctors of a sample of literary text exam papers offered to 3rd year undergraduate students during the academic year 2018/2019.The results demonstrate that language aesthetics, akin to well say “bien dire ", takes precedence over cognitive and procedural aspects during the evaluation process