Abstract

This doctoral research examines the regulation-assessment for learning and the fundamental didactic gesture of teaching regulation in a sequence on L’Indien de la tour Eiffel. Composed of five lessons, it was implemented in a primary school class in Geneva. During the interactions between teacher and students, we question the didactic gesture of regulation and the four specific gestures that constitute it – in the light of the formative function of assessment. In our results, we present different modalities of these four specific gestures. These modalities include certain regulatory teaching operations that allow us to establish theoretical links with the regulation-assessment of learning. The later seeks, among other things, to support students’ progressive construction of textual meaning and is integrated, without temporal interruption, into teaching and learning practices. Moreover, from a situated point of view, the contributions of the class maintain co-adjustment and co-development relationships with the regulations studied in the sequence.