L’évaluation diagnostique en contexte universitaire : une logique de remédiation et un outil de progrès

The diagnostic assessment in a university context: a logic of remediation and a tool for progress

Abstract

The conception of a diagnostic assessment, a notion recently introduced in pedagogy, promises to be, currently, the problematic area for several researchers in the field. This, particularly, is evident in observing the effectiveness of this assessment in targeting the shortcomings and limitations of learners, especially those in foreigns languages. It also plays a crucial role in planning of an entire curriculum in various subjects, particularly in a university context. This observation has led this article to primarily focus on the concept of diagnostic assessment, its objectives, effects, and its conception, through a survey among teachers- researchers from different universities. All of this in a dual purpose: to demonstrate the effectiveness of a rigorous structuring of this activity in the teaching/learning process, as well as the role of pedagogical remediation logic in achieving its objectives, thus reflecting on this assessment as ultimately a tool for progress and capacity development for language learners