Publish at October 08 2025 Updated October 08 2025
If we shift some of the responsibility for assessment onto the learner, we achieve a dual objective: making assessment a learning process and developing the learner's critical judgment.
This article is reserved for subscribers to the full edition. You can subscribe Here.
You might also like:
Appropriation in practice: from concept to action
Practical methods for appropriating knowledge. For learning to be truly integrated, it must go beyond simple memorization and be transformed into active know-how and concrete practices.
Why constructivism and non-directive methods don't work very well
Explicit and systematic" are often confused with "by a master" and "from simple to complex". What must be explicit are the references that support the information and what must be systematic is the intellectual approach that is not satisfied with any grey area. If there is direction to be had, it is in the rigor to be maintained.
What is satisfaction based on? Are there needs or objectives that are similar for all individuals, so as to elicit similar satisfaction?
The art of classroom debate: when criticism becomes a training tool.
Criticism is a human trait, either to enhance or to denigrate. When it comes to eloquence, there's no better evaluation tool than feedback from others. From the moment that "to be eloquent" is "to please others", the evaluation scale can only come from others.
Many young people, especially from non-literary streams, question the interest of this subject, compared to technical or hard science disciplines. Yet history, like geography, allows one to position oneself as an individual, as a citizen in a society that is based on historical foundations. History analyzes past periods, good or bad, and serves as material in guiding the future.
.
