UNIFORM ASSESSMENT OF SKILLS IN PHYSICAL EDUCATION AND SPORTS IN SECONDARY SCHOOLS IN BENIN: TOWARDS A UNIFORM AND OBJECTIVE SUMMATIVE ASSESSMENT MODEL

The study focuses on the standardization of summative assessment practices in physical education and sports (EPS) in secondary schools in Benin. It focuses on the gaps observed in summative assessment practices in basketball and handball in the first year of secondary school. In this perspective, the objective is to develop a uniform and objective summative assessment model for basketball and handball in the first year of secondary school in Benin. To achieve this objective, the analysis model combines four theories (Godbout\'s evaluation model (1988), Chevallard\'s anthropological theory of didactics (1992), the model of referentialization in action (Brau-Antony & Grosstephan, 2020) and Artigue\'s didactic engineering approach (1988)), articulated around the five qualities expected of a uniform and objective evaluation (objectivity, fairness, validity, fidelity and relevance) served as a benchmark for the analysis of practices and the identification of levers of standardization. The research is based on several data collection techniques: documentary analysis, interviews and in situ observation. The results indicate gaps in heterogeneous evaluation practices from one establishment to another and from one teacher to another. Also, significant disparities in the use of infrastructure and equipment, leading to disparate local adaptations. Faced with these disparities, experiments have shown that thoughtful support, backed by a solid theoretical framework and the active involvement of teachers, can encourage the emergence of more uniform assessment practices, better aligned with the frameworks, and perceived as more equitable by those in the field.