Revue LAROS
Volume 11, Numéro 1, Pages 284-293
2019-02-18
L’évaluation En Lmd : Difficile Exercice
Auteurs : Merdji Mohammed Aziz .
Résumé
Assessing the language skills of learners of a foreign language remains a difficult task when the quest for objectivity and equity remains a major concern for teachers who become evaluators in the context of their professional obligations. For many teachers, docimology was not addressed in their training. This situation, combined with the absence of a skills descriptor reference system, leads to approximations. Do we assess language skills (know-how) or the ability to memorize / return content (knowledge)? The exercise seems even more laborious because the teacher is a subject designer and evaluator. When an entire promotion of students and supported by two or three teachers providing a "same module", significant differences in grades between groups generate discontent or satisfaction. What to say then, when there is no harmonization of exam subjects? Today, the "Common European Framework of Reference for Languages" (CEFR) could be an interesting working tool for lack of an assessment instrument specific to the Algerian institutions. Any evaluation not based on a shared scale makes the visibility and readability of the levels unreliable. In addition, a breach of ethics and ethics produces controversy that educational teams would be happy to do.
Mots clés
Évaluation, compétences, linguistique, docimologie, écarts, apprenants, enseignant, langue étrangère, cecr/l, mémorisation, équité.
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