L'évaluation formative à l'école: quelle place pour la régulation interactive?

This contribution tends to clarify the evolution of the concept of formative evaluation. It claims to situe it on a continuum between heavy instrumentation and sharp oriented interactive interventions of the teacher. Some different concretizations of it in teachers' practices are offered. Formative evalutation is presented as a tool susceptible to help teacher, learner and institution to reach optimalization of learning activities at school. Formative evaluation is considered as a help for the teacher beause of the important place accorded to taking in account effective knowledge's appropriation by the students, to favorise adaptation of teaching interventions. It provides children with reference marks to orient their efforts and attention. Finally, institution can use formative evaluation to incline some transmissive conceptions of learning to more constructive ones.