摘要：The paper presents various approaches that replace the traditional oral examination and pencil-on-paper academic assessment and aims at building a new culture of evaluation among student teachers. The contextualized assessment which is suggested is consonant with the reflective profile of the effective teachers. The latter can only improve their competence and their students’ acquisition if they challenge themselves with such a simple interrogative sequence like: Why do I do what I do? Is it worth? The reflective teachers propel their students’ construction of meanings as well as their metacognitive skills.
关键词：meaningful assessment;contextualized learning;portfolio;project work;role play
