INTRODUCTIONINTRODUCTIONAssessment is an integral part of the learning process. It concerns.competences Assessment is an integral part of the learning process. It concerns.competences determined by the programme and must fit the orientations and approach that are determined by the programme and must fit the orientations and approach that are recommended by the authorities in change of the Educational Systemrecommended by the authorities in change of the Educational SystemWherever competences are involved, assessment must occur in educational and even Wherever competences are involved, assessment must occur in educational and even professional fieldsprofessional fields; at school, at the university, in companies, industrial plans in ; at school, at the university, in companies, industrial plans in institutions.institutions.

I-WHAT IS ASSESSMENT?I-WHAT IS ASSESSMENT?If you look at the glossary (support document-programme) assessment is described as a If you look at the glossary (support document-programme) assessment is described as a systematic process which aims to define to what extend educational objectives are systematic process which aims to define to what extend educational objectives are achieved to pupilsachieved to pupils. It consists in comparing an observed realty (e.g. pupil's work) to a . It consists in comparing an observed realty (e.g. pupil's work) to a referent (teacher's expectation, assessment criteria etc.referent (teacher's expectation, assessment criteria etc.When we think of assessment, several questions occur to our mind such as:When we think of assessment, several questions occur to our mind such as:

--What are the elements of knowledge necessary to fulfill the pre-determined tasks What are the elements of knowledge necessary to fulfill the pre-determined tasks requiring such competences?requiring such competences? -Judge a production, the quality of work. -Judge a production, the quality of work. -Determine the degree of success. -Determine the degree of success.The The 'referent''referent' is a set of pre-established standards representing the ideal entity. The is a set of pre-established standards representing the ideal entity. The 'refered to''refered to' is a set of data representing the concrete realty. is a set of data representing the concrete realty.Assessment is the representation of the concrete reality through the scope of a grid of Assessment is the representation of the concrete reality through the scope of a grid of standards or criteria.standards or criteria.II.Aspects of assessmentII.Aspects of assessment Meant for analyzing and estimating reality, assessment helps improving performance Meant for analyzing and estimating reality, assessment helps improving performance in order to reach the ideal competence level.in order to reach the ideal competence level. Assessment has several aspects: it is Assessment has several aspects: it is diagnosticdiagnostic, , summativesummative and and formativeformative. The . The learner's assessment is another important side.learner's assessment is another important side. Diagnostic assessment: Diagnostic assessment: it occurs to situate the pupil in order to make decisions about it occurs to situate the pupil in order to make decisions about the level the important questions could be:the level the important questions could be:-What has to be known?-What has to be known?-What are the learner's personal needs and interests?-What are the learner's personal needs and interests?-What are his pre-requisits?-What are his pre-requisits?-What kind of mental process will be most efficient?-What kind of mental process will be most efficient?What context of learning?What context of learning?

-What kind of activities? -What kind of activities?-Are these activities accepted, wished, imposed?-Are these activities accepted, wished, imposed?Who will be assessed?Who will be assessed?-One pupil?-One pupil?-a group of pupils?-a group of pupils?

What to assess?What to assess?--how?how?--when?when?--how often?how often?--who?who?--why?why?

A class?A class?A school?A school?Why?Why?-For remediation?-For remediation?-For evaluation/ estimation?-For evaluation/ estimation? A questionnaire could help the teacher but in an Educational System, it is supposed that A questionnaire could help the teacher but in an Educational System, it is supposed thatall the pupils have the same needs and interest.all the pupils have the same needs and interest.

-Summative assessment: -Summative assessment: the most common type.the most common type.Made at the end of a pre-set period, learning cycle or study programme .Its purpose is to Made at the end of a pre-set period, learning cycle or study programme .Its purpose is to appreciate the progress made, the amount of knowledge acquired and the skills handled appreciate the progress made, the amount of knowledge acquired and the skills handled by the pupils, so as to reach a decision: can the learner by the pupils, so as to reach a decision: can the learner receive his degree (or certificate)?receive his degree (or certificate)?Can he proceed to the upper level?Can he proceed to the upper level? -Formative assessment: -Formative assessment: helps appreciating each pupil's level, showing his weak and helps appreciating each pupil's level, showing his weak and strong points .It implies:strong points .It implies:-Remediation re-teaching/consolidation.-Remediation re-teaching/consolidation.-Monitoring, learning and readjusting (context/activities).-Monitoring, learning and readjusting (context/activities).Aim:Aim:-To provide the teacher/learner with feedback showing progress-To provide the teacher/learner with feedback showing progress

-To spot the learning/teaching problems. -To spot the learning/teaching problems.When?When? During the teaching unit. During the teaching unit. The moment of formative assessment can be any time:The moment of formative assessment can be any time:

oo -during the lessons (particularly oral work).-during the lessons (particularly oral work).oo -During the breaks (if pupils are heard using English in the school- yard, it's a sign of -During the breaks (if pupils are heard using English in the school- yard, it's a sign of

plus impact).plus impact).oo -After school hours (etude surveillée).-After school hours (etude surveillée).oo -Quality of homework-Quality of homework..oo -During meetings with pedagogical teams.-During meetings with pedagogical teams.

Methods of remediationMethods of remediationoo ReteachingReteaching..oo Individual extra workIndividual extra work..oo Pair work/group workPair work/group work..

OTHER INSTRUMENTS:OTHER INSTRUMENTS:1-Diary:1-Diary: to encourage the pupil to express frankly what he feels and thinks about his own to encourage the pupil to express frankly what he feels and thinks about his own progress: success or failureprogress: success or failure2-Portfolio:2-Portfolio: The learner is encouraged to keep portfolios with samples from his work, related The learner is encouraged to keep portfolios with samples from his work, relatedto his interests and likes. A portfolio is a record of different types of work (writings, reading to his interests and likes. A portfolio is a record of different types of work (writings, reading notes, drawings, extracts from projects, etc kept in a box file and stored for revision or notes, drawings, extracts from projects, etc kept in a box file and stored for revision or further use. further use. Portfolios are a great support for the learning process.Portfolios are a great support for the learning process.3-Questionnaire and interviews:3-Questionnaire and interviews: useful for the teacher to evaluate the learner's competences. useful for the teacher to evaluate the learner's competences. He can learn a lot about the learner's state of mind, interests, family background, personality,He can learn a lot about the learner's state of mind, interests, family background, personality,etc.etc.4-Discution and debate:4-Discution and debate: the teacher can engage in discussion with his learners about their the teacher can engage in discussion with his learners about their difficulties, likes and dislikes, and their use of knowledge and skill in English.difficulties, likes and dislikes, and their use of knowledge and skill in English.Learner assessmentLearner assessmentAssessing a class task can be done not only by the teacher, but also by the learners who haveAssessing a class task can be done not only by the teacher, but also by the learners who havedone the task. In effect, it is important that everyone knows what he has done and what done the task. In effect, it is important that everyone knows what he has done and what remains to be done, at each stage of the learning process.remains to be done, at each stage of the learning process.

Learner assessment can take three different forms:Learner assessment can take three different forms:1-1- Co-assessmentCo-assessmentThis is assessment done by both teacher and learnerThis is assessment done by both teacher and learner2-2- Peer assessmentPeer assessmentAssessment done by one or two learnersAssessment done by one or two learners3-3- Self-assessmentSelf-assessmentTo teach learners self-assessment is to make them aware of their errors.To teach learners self-assessment is to make them aware of their errors.

CONCLUSION:CONCLUSION:In assessment operations various means and tools, official or not, can be used such as In assessment operations various means and tools, official or not, can be used such as

testing log book, test book, port folio class magazine. These are means for learner and testing log book, test book, port folio class magazine. These are means for learner and teacher to evaluate the degree of development of the competences as well as the acquisition teacher to evaluate the degree of development of the competences as well as the acquisition of teacher to evaluate the degree of development of the competences as well as the of teacher to evaluate the degree of development of the competences as well as the acquisition of knowledge .Just a point to add: the rough book should come back in the acquisition of knowledge .Just a point to add: the rough book should come back in the school environmentschool environmentCommunication with the pupil's family is essential. Parents must be regularly informed of Communication with the pupil's family is essential. Parents must be regularly informed of their children's progress, evolution development and assessment .That's why their children's progress, evolution development and assessment .That's why the school the school report bookreport book (carnet de correspondence) must be carefully kept up. (carnet de correspondence) must be carefully kept up.

PROPOSITIONPROPOSITION d'une grille d'évaluation destine à d'une grille d'évaluation destine à l'APPRENANTl'APPRENANTI KNOWI KNOW YESYES NONO FILEFILE PAGEPAGE

- To count from 13 to a hundred.- To count from 13 to a hundred.-to write numbers in full-to write numbers in full-to use the present simple with' I' -to use the present simple with' I' -to use the present simple with 'You'-to use the present simple with 'You'-to use the present simple with 'it' -to use the present simple with 'it' -to use the present simple with 'he'-to use the present simple with 'he'-to use the preposition 'at' with hours-to use the preposition 'at' with hours-to use the preposition 'at' for places-to use the preposition 'at' for places-to ask about places /time-to ask about places /time- To describe my room/school etc…- To describe my room/school etc…-to name sports activities.-to name sports activities.-to tell about what I do in the morning-to tell about what I do in the morning

What we don't say What we don't say What we sayWhat we sayShe live in AlgiersShe live in Algiers She live She live SS in Algiers in AlgiersI have 13I have 13 I I amam 13 13

But still, only the teacher can decide on the moment of assessment andBut still, only the teacher can decide on the moment of assessment andthe frequency (periodically/continually) using formal or informal the frequency (periodically/continually) using formal or informal testingtesting