Distance learning, continuité pédagogique and evaluation An exploratory research about teachers’ practices


This paper addresses the issue of evaluation in distance learning (in France they call it continuité pédagogique, an expression that clearly refers to a pedagogical and cultural implicit, that is not in the expression “distance learning”) by taking an exploratory approach centered on teachers' practices and direct experience. The suspension of the face-to-face school activities following the Prime Ministerial Decree of 4 March 2020 and the consequent activation of distance learning methods, prompted a heated debate on the possibility and validity of the online assessment, as well as on the most appropriate strategies to be to adopt. With the aim of understanding current evaluation practices in distance learning so that its development and improvement guidelines can be identified, an exploratory questionnaire was prepared and distributed online to a self-selected sample of teachers.