{"id":21424,"date":"2021-12-01T07:48:24","date_gmt":"2021-12-01T06:48:24","guid":{"rendered":"http:\/\/snuipp86.fr\/?p=21424"},"modified":"2021-12-01T07:48:48","modified_gmt":"2021-12-01T06:48:48","slug":"evaluations-nationales-cp-et-ce1-2021-analyse","status":"publish","type":"post","link":"https:\/\/snuipp86.fr\/index.php\/2021\/12\/01\/evaluations-nationales-cp-et-ce1-2021-analyse\/","title":{"rendered":"\u00c9valuations nationales CP et CE1 2021 : analyse"},"content":{"rendered":"<p class=\"western\" align=\"center\"><span style=\"font-family: Tahoma, serif; color: #ff0000;\"><span style=\"font-size: large;\"><b>Analyse de la note de la DEPP et du message de JM Blanquer<\/b><\/span><\/span><\/p>\n<p class=\"western\"><span style=\"font-family: Tahoma, serif;\"><span style=\"font-size: medium;\">La DEPP a publi\u00e9 le 16 novembre 2021 la note \u00ab\u00a0\u00c9valuations 2021 CP et CE1\u00a0: Premiers r\u00e9sultats\u00a0\u00bb.<\/span><\/span><\/p>\n<p class=\"western\"><span style=\"font-family: Tahoma, serif;\"><span style=\"font-size: medium;\">C\u2019est sur elle que Jean-Michel Blanquer s\u2019appuie pour justifier sa politique dans le message envoy\u00e9 aux enseignant\u00b7es\u00a0: effets de la crise sanitaire compens\u00e9s, r\u00e9sorption des in\u00e9galit\u00e9s, mais aussi insistance sur la fluence. On peut par ailleurs noter qu\u2019il identifie des difficult\u00e9s, cantonn\u00e9es pour lui aux \u00e9valuations 6\u00e8me quant \u00e0 la compr\u00e9hension et la r\u00e9solution de probl\u00e8mes. Il d\u00e9finit ainsi des pr\u00e9conisations suppl\u00e9mentaires\u00a0:<\/span><\/span><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"font-size: medium; font-family: Tahoma, serif; color: #000000;\">augmentation du temps consacr\u00e9 \u00e0 la fluence du CP au CM2<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"font-size: medium; font-family: Tahoma, serif; color: #000000;\">cantonnement de l\u2019explication des d\u00e9ficits d\u2019apprentissage mesur\u00e9s en CE1 aux vacances scolaires<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"font-size: medium; font-family: Tahoma, serif; color: #000000;\">mobilisation prescriptive des parents<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"font-size: medium; font-family: Tahoma, serif; color: #000000;\">focalisation sur l\u2019apprentissage du lexique en maternelle<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"font-size: medium; font-family: Tahoma, serif; color: #000000;\">\u00e9dition de deux nouveaux guides pour le cycle 3 (\u00ab Pour enseigner la r\u00e9solution de probl\u00e8mes au cours moyen \u00bb et \u00ab Pour enseigner la compr\u00e9hension au cours moyen \u00bb)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"western\"><strong><span style=\"color: #ff0000;\"><span style=\"font-family: Tahoma, serif;\"><span style=\"font-size: medium;\">L\u2019analyse des r\u00e9sultats<\/span><\/span><span style=\"font-family: Tahoma, serif;\"><span style=\"font-size: medium;\">\u00a0invite pourtant \u00e0 d\u2019autres conclusions, dont la condamnation de la politique \u00e9ducative du ministre qui persiste dans la voie de la d\u00e9possession professionnelle des enseignant\u00b7es.<\/span><\/span><\/span><\/strong><\/p>\n<h1 class=\"western\" style=\"text-align: left;\" align=\"center\"><span style=\"font-family: Arial, serif; color: #0000ff;\"><span style=\"font-size: large;\"><b>Une focalisation sur une part r\u00e9duite des programmes<\/b><\/span><\/span><\/h1>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">Le document de travail de la DEPP de novembre 2021 rappelle dans son introduction que les \u00e9valuations ne portent que sur 4 attendus des programmes en fran\u00e7ais et 2 en maths pour les CP, et qu\u2019en d\u00e9but de CE1, \u00ab\u00a0le protocole d\u2019\u00e9valuation ne permet pas non plus de dresser un panorama exhaustif des programmes\u00a0\u00bb avec 4 attendus en fran\u00e7ais et 5 en maths.<\/span><\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">Ne sont donc pas mesur\u00e9s l\u2019\u00e9volution des performances dans les autres attendus en math\u00e9matiques et en fran\u00e7ais, ni dans les autres champs disciplinaires, dont les in\u00e9galit\u00e9s d\u2019appropriation participent grandement de la fabrication des in\u00e9galit\u00e9s scolaires. L\u2019insistance faite sur les comp\u00e9tences mesur\u00e9es par les \u00e9valuations nationales peuvent induire une diminution du temps consacr\u00e9 aux autres apprentissages.<\/span><\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">Or c\u2019est en s\u2019appuyant sur l\u2019ensemble des programmes que les enseignant\u00b7es permettent aux \u00e9l\u00e8ves de construire <\/span><span style=\"font-family: Arial, serif;\"><b>les savoirs n\u00e9cessaires, en r\u00e9sonance les uns avec les autres<\/b><\/span><span style=\"font-family: Arial, serif;\">. C\u2019est une des conditions de la d\u00e9mocratisation de la r\u00e9ussite scolaire.<\/span><\/p>\n<h1 class=\"western\"><span style=\"font-family: Arial, serif; color: #0000ff;\"><b>Une influence n\u00e9faste sur les pratiques enseignantes<\/b><\/span><\/h1>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">La note rend compte des r\u00e9sultats du questionnaire adress\u00e9 aux IEN. \u00ab\u00a0En fran\u00e7ais, la lecture \u00e0 voix haute est le champ pour lequel les inspecteurs ont le plus souvent observ\u00e9 des modifications dans les pratiques enseignantes\u00a0\u00bb. \u00ab\u00a0La fluence, comme exercice de lecture, semble maintenant ancr\u00e9e dans les pratiques enseignantes puisqu\u2019une majorit\u00e9 d\u2019enseignants y ont recours\u00a0\u00bb.<\/span><\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">Le ministre fait de la r\u00e9ussite aux tests de fluence l\u2019objectif premier de l\u2019apprentissage de la lecture, comme un pr\u00e9alable \u00e0 la compr\u00e9hension. Or, les recherches en \u00e9ducation montrent qu\u2019on confond ici corr\u00e9lation et causalit\u00e9. \u00c0 massifier le temps consacr\u00e9 \u00e0 la fluence, on diminue le temps consacr\u00e9 aux comp\u00e9tences de plus haut niveau mobilis\u00e9es dans la compr\u00e9hension. De plus on cr\u00e9e un obstacle \u00e0 la compr\u00e9hension car oraliser vite est tr\u00e8s \u00ab co\u00fbteux \u00bb, et emp\u00eache d\u2019observer pour comprendre. L\u2019oralisation comme entr\u00e9e quasi exclusive dans la lecture cr\u00e9e une \u00ab c\u00e9cit\u00e9 orthographique \u00bb qui est un handicap \u00e0 la compr\u00e9hension.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h1 class=\"western\"><span style=\"font-family: Arial, serif; color: #0000ff;\"><b>Une mesure erron\u00e9e de l\u2019augmentation de l\u2019adh\u00e9sion des enseignant\u00b7es<\/b><\/span><\/h1>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">La note de la DEPP \u00e9voque une \u00e9volution positive de la perception des enseignant\u00b7es sur ces \u00e9valuations, notamment sur leur int\u00e9r\u00eat pour d\u00e9celer des difficult\u00e9s (18\u00a0% en 2018 contre 55\u00a0% en 2021). Or entre ces deux dates la participation enseignante au questionnaire a \u00e9t\u00e9 divis\u00e9e par deux. Pire, pour la session 2021, seul 40\u00a0% des enseignant\u00b7es ayant entam\u00e9 le questionnaire sont all\u00e9\u00b7es au bout. On ne peut donc pas conclure \u00e0 une augmentation de l\u2019adh\u00e9sion\u00a0: diminution de la participation et augmentation positive de la perception enseignante pouvant \u00eatre expliqu\u00e9es par l\u2019hypoth\u00e8se d\u2019une moindre mobilisation des enseignant\u00b7es les plus critiques.<\/span><\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">N\u00e9anmoins, on peut aussi y voir un sympt\u00f4me d\u2019une d\u00e9possession professionnelle toujours plus grande, la conception des \u00e9valuations et l\u2019analyse des r\u00e9sultats \u00e9chappant aux enseignant\u00b7es.Le rapport de l\u2019Inspection g\u00e9n\u00e9rale 2019-096 d\u2019octobre 2019 indiquait que les enseignant\u00b7es observ\u00e9\u00b7es suppriment majoritairement leurs propres \u00e9valuations diagnostiques.<\/span><\/p>\n<h1 class=\"western\"><span style=\"font-family: Arial, serif; color: #0000ff;\"><b>Les comp\u00e9tences de haut niveau toujours tr\u00e8s in\u00e9galitaires, un creusement des in\u00e9galit\u00e9s pour les REP +<\/b><\/span><\/h1>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">L\u2019analyse des r\u00e9sultats en CE1 montre la faiblesse des r\u00e9sultats en termes de lutte contre les in\u00e9galit\u00e9s scolaires, voire leur aggravation pour une majorit\u00e9 d\u2019items entre les secteurs hors-rep et rep+.<\/span><\/p>\n<h2 class=\"western\"><span style=\"font-family: Arial, serif;\"><i><u>Comparaison REP \/ Hors REP \u2013 CE1<\/u><\/i><\/span><\/h2>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\"><img decoding=\"async\" class=\"size-medium wp-image-21426 alignleft\" src=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-300x193.png\" alt=\"\" width=\"300\" height=\"193\" srcset=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-200x129.png 200w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-300x193.png 300w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-400x258.png 400w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-460x295.png 460w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-600x387.png 600w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-768x495.png 768w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1-800x516.png 800w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval1.png 853w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/>Les \u00e9carts restent tr\u00e8s importants pour ce qui rel\u00e8ve de la compr\u00e9hension, et ont peu \u00e9volu\u00e9 depuis la mise en place des \u00e9valuations nationales, voire n\u00e9gativement si l\u2019on regarde la comp\u00e9tence \u00ab\u00a0comprendre un texte lu seul\u00a0\u00bb ou \u00ab\u00a0comprendre des mots \u00e0 l\u2019oral.\u00a0\u00bb<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><img decoding=\"async\" class=\"size-medium wp-image-21427 alignleft\" src=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-300x211.png\" alt=\"\" width=\"300\" height=\"211\" srcset=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-200x141.png 200w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-300x211.png 300w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-400x281.png 400w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-600x422.png 600w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-768x540.png 768w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2-800x563.png 800w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval2.png 827w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">On constate une diminution des \u00e9carts plus marqu\u00e9s pour les comp\u00e9tences les plus instrumentales.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"western\"><span style=\"font-family: Arial, serif;\"><i><u>Comparaison <\/u><\/i><\/span><span style=\"color: #0070c0;\"><span style=\"font-family: Arial, serif;\"><i><u>REP+<\/u><\/i><\/span><\/span><span style=\"font-family: Arial, serif;\"><i><u> \/ Hors REP \u2013 CE1<\/u><\/i><\/span><\/h2>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\"><img decoding=\"async\" class=\"size-medium wp-image-21428 alignleft\" src=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval3-300x237.png\" alt=\"\" width=\"300\" height=\"237\" srcset=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval3-200x158.png 200w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval3-300x237.png 300w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval3-400x316.png 400w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval3-600x474.png 600w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval3.png 712w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/>La comparaison entre Hors REP et REP + montre, elle, une augmentation des \u00e9carts sur la majorit\u00e9 des comp\u00e9tences. Les r\u00e9sultats de l\u2019ann\u00e9e 2020 mesurant l\u2019incidence du premier confinement.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><img decoding=\"async\" class=\"size-medium wp-image-21429 alignleft\" src=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval4-300x251.png\" alt=\"\" width=\"300\" height=\"251\" srcset=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval4-200x167.png 200w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval4-300x251.png 300w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval4-400x335.png 400w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval4-600x502.png 600w, https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/12\/eval4.png 697w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>&nbsp;<\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">L\u2019\u00e9volution est positive pour \u00ab\u00a0soustraire\u00a0\u00bb et \u00ab\u00a0additionner\u00a0\u00bb mais n\u00e9gative pour la r\u00e9solution de probl\u00e8mes.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p class=\"western\"><span style=\"font-family: Arial, serif;\">Ces r\u00e9sultats t\u00e9moignent de la faiblesse de l\u2019effet du d\u00e9doublement des CP et CE1 en REP et particuli\u00e8rement en REP +, au regard des moyens mobilis\u00e9s. La conception des apprentissages d\u00e9velopp\u00e9e et impos\u00e9e par JM Blanquer annihile l\u2019effet de la concentration de moyens au cycle 2 en \u00c9ducation prioritaire. Les pratiques qu\u2019il entend imposer \u00e0 la profession renforcent le poids des d\u00e9terminismes sociaux dans la r\u00e9ussite scolaire.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Analyse de la note de la DEPP et du message de JM Blanquer La DEPP a publi\u00e9 le 16 novembre 2021 la note \u00ab\u00a0\u00c9valuations 2021 CP et CE1\u00a0: Premiers r\u00e9sultats\u00a0\u00bb. C\u2019est sur elle que Jean-Michel Blanquer s\u2019appuie pour justifier sa politique dans le message envoy\u00e9 aux enseignant\u00b7es\u00a0: effets de la crise sanitaire compens\u00e9s, r\u00e9sorption des in\u00e9galit\u00e9s, [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":21075,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[59],"class_list":["post-21424","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe","tag-programmes"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>\u00c9valuations nationales CP et CE1 2021 : analyse - FSU-SNUipp 86<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/snuipp86.fr\/index.php\/2021\/12\/01\/evaluations-nationales-cp-et-ce1-2021-analyse\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u00c9valuations nationales CP et CE1 2021 : analyse - FSU-SNUipp 86\" \/>\n<meta property=\"og:description\" content=\"Analyse de la note de la DEPP et du message de JM Blanquer La DEPP a publi\u00e9 le 16 novembre 2021 la note \u00ab\u00a0\u00c9valuations 2021 CP et CE1\u00a0: Premiers r\u00e9sultats\u00a0\u00bb. C\u2019est sur elle que Jean-Michel Blanquer s\u2019appuie pour justifier sa politique dans le message envoy\u00e9 aux enseignant\u00b7es\u00a0: effets de la crise sanitaire compens\u00e9s, r\u00e9sorption des in\u00e9galit\u00e9s, [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/snuipp86.fr\/index.php\/2021\/12\/01\/evaluations-nationales-cp-et-ce1-2021-analyse\/\" \/>\n<meta property=\"og:site_name\" content=\"FSU-SNUipp 86\" \/>\n<meta property=\"article:published_time\" content=\"2021-12-01T06:48:24+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2021-12-01T06:48:48+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/snuipp86.fr\/wp-content\/uploads\/2021\/09\/Evaluations-c8960.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"500\" \/>\n\t<meta property=\"og:image:height\" content=\"375\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Matthieu Menaut\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"\u00c9crit par\" \/>\n\t<meta name=\"twitter:data1\" content=\"Matthieu Menaut\" \/>\n\t<meta name=\"twitter:label2\" content=\"Dur\u00e9e de lecture estim\u00e9e\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/snuipp86.fr\/index.php\/2021\/12\/01\/evaluations-nationales-cp-et-ce1-2021-analyse\/\",\"url\":\"https:\/\/snuipp86.fr\/index.php\/2021\/12\/01\/evaluations-nationales-cp-et-ce1-2021-analyse\/\",\"name\":\"\u00c9valuations nationales CP et CE1 2021 : analyse - 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