Acquisition assessment gives an accurate description of the abilities of primary students without resorting to grading – Al-Hiwar Al-Jazaeryia

The system for evaluating achievements in the primary education stage, which was adopted starting from the current school season, will enable an “accurate description” of a student’s abilities to be given without resorting to scoring, according to what was explained by the Director of Primary Education at the Ministry of National Education.
And Muhammad Dhaifallah explained that the adoption of a system for evaluating the achievements of the primary education stage would “give an accurate description of the level of the student’s possession of each of the competencies specified in the primary education curriculum by defining and assessing its standard without resorting to granting a (numerical) score that does not reflect the level of his acquisition of these competencies. “.
And Dhaifallah highlighted that the purpose of this method is to conduct a “comprehensive assessment” of all school subjects, given their competencies are linked to the graduation profile stipulated in the curriculum for this educational stage, and at the same time work to “correct the deficiencies” recorded by the student in preparation for joining the intermediate stage. .
This assessment also allows – adds the same official – to conduct a “functional assessment (…) by moving from sorting and classification to the achievement and diagnosis functions”, and a “normative assessment” that lies in “accepting accurate descriptions indicative of the level of the learner’s possession of competencies”, and a descriptive assessment “accurately determines the degree of control over the standard and each failure in it” and “remedial evaluation” which “allows modification of practices within the department by moving away from automated retrieval of information.”
According to the same official, this evaluation is inseparable from the process of teaching and learning, as it takes place at normal times, and in front of his teacher in the department, which puts the student at ease in a way that keeps him away from the situation of “prior failure” in his academic path.
At the same time, Daifallah stressed that this evaluation is “mandatory and preventive”, so that a “pedagogical notebook” accompanies the learner when he moves to the intermediate education stage, “in which he records all the difficulties he has registered to facilitate the work of the teacher of this stage in addressing deficiencies, in addition to being A “local evaluation” with a national dimension that aims to remove students and their parents from all pressure.
Dhaifallah concluded that this new endeavor derives its legitimacy from the directive law for education, as it is one of the axes of the government’s action plan, which came in implementation of the commitments of the President of the Republic related to improving the quality of education, reforming the evaluation and guidance system, and reviewing the examination system.
And this endeavor, according to the same official, would put “the train of the evaluation system on its natural pedagogical track,” especially since the exam in its previous form did not perform its educational and evaluation role, because it was limited to only three subjects out of the eight subjects that all contribute to achieving the comprehensive profile of the graduate. Primary education.
Among the negative results of the exam in its previous version, Dhaifallah mentions “the high rate of repetitions in the first year of intermediate education,” which caused “an increase in the number of dropouts from the national educational system.”
Daifallah stated that the studies carried out in this regard confirmed that these results are due to the evaluation system adopted at the end of the primary education stage, which is limited to granting a mark that does not reflect the level of possessing the competencies specified in the educational curricula.
For her part, the primary education inspector, Nassima Othmani, reassured students and parents alike of the effectiveness of this assessment, especially since it does not depend on memorization, confirming that it is within the framework of field work that she conducted on five institutions in Baraki canton and touched 758 students, through a number Of the principals and teachers expressed their “satisfaction” with the experience.
Osmani stated, “The fear has disappeared, with impressive results recorded among the students in the assessment that took place last week, including those who have learning difficulties.”