R\u00e9sum\u00e9<\/b><\/span><\/span><\/p> L’article se penche sur l’impact des \u00e9valuations formatives r\u00e9guli\u00e8res sur la progression des \u00e9l\u00e8ves dans les lyc\u00e9es de N’Djamena, notamment au Coll\u00e8ge \u00c9vang\u00e9lique, Sacr\u00e9 C\u0153ur, et Soleil Levant. En se concentrant sur une approche qualitative, la recherche analyse les pratiques p\u00e9dagogiques actuelles et leur efficacit\u00e9 en mati\u00e8re d’apprentissage.<\/span><\/span><\/p> La m\u00e9thodologie adopt\u00e9e repose sur des entretiens approfondis, des observations en classe et l’analyse des documents scolaires. Cette approche qualitative permet de recueillir des donn\u00e9es riches et contextualis\u00e9es, offrant une perspective nuanc\u00e9e sur la mani\u00e8re dont les \u00e9valuations formatives influencent le parcours acad\u00e9mique des \u00e9l\u00e8ves.<\/span><\/span><\/p> Les r\u00e9sultats mettent en \u00e9vidence que les \u00e9valuations formatives contribuent significativement \u00e0 la compr\u00e9hension des mati\u00e8res par les \u00e9l\u00e8ves, \u00e0 leur motivation et \u00e0 leur engagement scolaire. Les enseignants jouent un r\u00f4le crucial en fournissant un feedback r\u00e9gulier et constructif, qui guide et soutient les \u00e9l\u00e8ves dans leur apprentissage.<\/span><\/span><\/p> En outre, l’\u00e9tude souligne l’importance de l’adaptation des outils d’\u00e9valuation aux diff\u00e9rents styles d’apprentissage et la n\u00e9cessit\u00e9 de former continuellement les enseignants aux meilleures pratiques en \u00e9valuation formative. Des recommandations sont propos\u00e9es pour optimiser les pratiques d’\u00e9valuation, telles que l’int\u00e9gration de<\/span><\/span><\/p> technologies \u00e9ducatives et la promotion d’une culture d’\u00e9valuation formative durable.<\/span><\/span><\/p> Mots cl\u00e9s<\/b><\/span><\/span> : <\/span><\/span>\u00e9valuation formative, progression des \u00e9l\u00e8ves, approche qualitative, feedback, motivation, engagement scolaire, N\u2019Djamena<\/i><\/span><\/span><\/p> Regular formative assessments and student progression in their learning: the case of high schools – Coll\u00e8ge Evang\u00e9lique, Sacr\u00e9 C\u0153ur, and Soleil Levant in the city of N’djamena<\/b><\/span><\/span><\/span><\/p> Abstract<\/b><\/span><\/span><\/span><\/p> The article examines the impact of regular formative assessments on student progression in high schools in N’Djamena, specifically at Coll\u00e8ge \u00c9vang\u00e9lique, Sacr\u00e9 C\u0153ur, and Soleil Levant. By focusing on a qualitative approach, the research analyzes current pedagogical practices and their effectiveness in terms of learning outcomes.<\/span><\/span><\/span><\/p> The adopted methodology relies on in-depth interviews, classroom observations, and the analysis of school documents. This qualitative approach allows for the collection of rich and contextualized data, providing a nuanced perspective on how formative assessments influence students’ academic trajectories.<\/span><\/span><\/span><\/p> The findings highlight that formative assessments significantly contribute to students’ understanding of subjects, motivation, and academic engagement. Teachers play a crucial role by providing regular and constructive feedback, which guides and supports students in their learning journey.<\/span><\/span><\/span><\/p> Moreover, the study underscores the importance of adapting assessment tools to different learning styles and the necessity of continuous teacher training in best practices for formative assessment. Recommendations are proposed to optimize assessment practices, such as integrating<\/span><\/span><\/span><\/p> educational technologies and promoting a sustainable culture of formative assessment.<\/span><\/span><\/span><\/p> Keywords<\/b><\/span><\/span>: <\/span><\/span>formative assessment, student progression, qualitative approach, feedback, motivation, academic engagement, educational technologies<\/i><\/span><\/span>, <\/span><\/span>N\u2019Djamena<\/i><\/span><\/span><\/p>