Computer science as a school subject in France is characterized by a succession of promising starts that have not yet been transformed into perennial solutions. The main goal of this article is to analyze this complex situation from a historical perspective, and describe the current rebirth of an optional Computer Science course in the last year of secondary education, together with other initiatives that might contribute to introducing Computer Science as a school subject. We also aim at discussing some perspectives for the future to support a better informatics education for all students. The sources we have used are mainly historical and administrative, however we have also drawn on empirical research and surveys conducted since the seventies. This article therefore takes both retrospective and perspective viewpoints.

No abstract

International audienceIn France, since 2010, the situation regarding informatics education in secondary school has changed: Algorithmic was introduced in mathematics curricula at grade 11 and an elective Computer Science course (called ISN) has been introduced at grade 12 (Fall 2012). These changes have encouraged some initiatives for the promotion of informatics education, among them the French 2012-Bebras contest. However, the 'informatics as a tool approach' continues to guide decision makers in education. This context renews the issue of informatics education (including Computer Science) for all students at the different levels of secondary school. We submit some ideas to re-open the debat

© ACM 2017. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in ACM Digital Library, http://dx.doi.org/10.1145/3051457.3054015.International audienceIn formative assessments, one wants to provide a useful feedback to the examinee at the end of the test. In order to reduce the number of questions asked in an assessment, adaptive testing models have been developed for cognitive diagnosis, such as the ones encountered in knowledge space theory. However, when the number of skills assessed is very huge, such methods cannot scale. In this paper, we present a new method to provide adaptive tests and useful feedback to the examinee, even with large databases of skills. It will be used in Pix, a platform for certification of digital competencies for every French citizen

In this article, we describe an approach, supported by a tool called ASTREE, designed to automate the construction of a model of problem-solving behaviour in cases where skeletal models cannot be reused. In ASTREE, such a construction is an identification of methods capable of achieving user-specified tasks. The identification process is based on matching elements specified in the task to be achieved and elements in the expertise ontology that expresses conceptualizations of domain knowledge. We argue that a well-defined expertise ontology provides strong constraints for the creation of a model of problem-solving behaviour. The article focuses on the main techniques that ASTREE uses in the identification process.