L’EVALUATION DE LA COMPRÉHENSION ÉCRITE
La compréhension écrite
1.1 Qu’est-ce qu’un acte de lire ?
Reading is the process of constructing meaning from a text, and it is only considered complete when comprehension is achieved The learner actively engages as a reader in this meaning-making process The act of reading involves several components: direct word recognition, indirect identification of unfamiliar words, and the overall construction of the text's meaning.
Identifying a word through direct means involves visually recognizing its orthographic representation and linking this visual image to the corresponding sound and meaning stored in memory This process enables both the verbalization and comprehension of the word.
The automation of word recognition occurs through direct pathways when a word, whether presented in context or in isolation, is immediately recognized This recognition is confirmed through verbalization.
Le lecteur confirmộ reconnaợt quasiment tous les mots des textes qu’il lit habituellement
During the process of learning to read, the number of automatically recognized words will increase significantly, growing from a few words by the end of kindergarten to hundreds by the end of first grade.
Identifying words through indirect means involves breaking down an unknown word into recognizable segments, using familiar parts from known words This process includes attempts at vocalization or subvocalization, where these segments are assembled to arrive at a familiar word that fits the context through trial and error.
Experienced readers seldom use this technique, as it is only temporarily beneficial while they memorize the correct spelling of words, enabling automatic recognition.
Building the meaning of a text involves extracting explicit information from identified words or smaller units, such as phrases and groups of words It requires constructing a comprehensive understanding through the memorization and synthesis of this explicit information Additionally, it entails linking the explicit details to existing knowledge and inferring the implicit meaning of the text For instance, if the text mentions snow, it suggests a winter setting, while references to savannah and elephants indicate an African context.
Reading primarily involves extracting essential information from a text while also recognizing additional data The process of constructing meaning begins with the identified information and relies on the processing of this information Thus, reading is fundamentally an information processing activity that includes visual intake, meaning construction from perceived data, memory storage, integration with prior knowledge, and cognitive and emotional responses to the constructed meaning.
Reading is not merely the act of recognizing words sequentially; it requires the reader to connect the information in the text with their prior knowledge to derive meaning It involves more than just utilizing linguistic skills such as phonetics, vocabulary, and grammar Reading is an everyday activity that elicits both intellectual and emotional responses based on the mental representation formed by the individual from the text's information and structure During reading, individuals continuously reorganize new information and their stored knowledge to create a coherent and personal understanding of the text Researchers define reading as an interactive activity between the reader and the text within a specific context, aimed at constructing meaning.
Understanding involves grasping the fundamental meaning of a read or listened document In the context of foreign language teaching and learning, acquisition begins with listening or reading, followed by expressive activities, whether oral or written Comprehension precedes expression, highlighting the important correlation between language reception and production that deserves special attention.
Understanding a text involves creating a mental representation of the described situation This representation is formed from explicit lexical information (the words) organized into sentences according to the specific rules of the language (syntax); these sentences are then sequentially arranged within the text.
Understanding is a dynamic process that continually requires the activation of prior knowledge, the connection of new information, and the integration of existing knowledge to form a coherent mental representation of the described situation, a concept referred to by researchers as the "situation model."
Written comprehension is enhanced by the ability to read non-linearly; readers can revisit and re-read sections, a flexibility not available in oral communication.
La compréhension qui résulte de la lecture et/ou de l’audition d’un texte est toujours le fruit de l’interaction de deux composantes :
- un texte avec ses caractéristiques propres (lexique, structure, syntaxe, culture)
- un lecteur avec ses caractéristiques également : connaissances antérieures, expériences, buts, intentions
Understanding is an interactive process between the text being read and the learner's knowledge or experiences, which help to derive meaning from the text Comprehending a written text involves constructing a coherent representation of its meaning, facilitated by the interaction between the explicit information in the text, organized according to specific linguistic and cultural rules, and the reader's knowledge of language and the world Recent theoretical models suggest that text comprehension is a complex process of information processing, rather than a passive encoding of letters, words, or sounds This mental activity aims to create a semantic representation of the content, emphasizing the necessity of interaction between the text and the reader's cognitive mechanisms, which are constrained by their limited capacity for information storage and processing.
Text comprehension is increasingly recognized by researchers as the result of an interaction between a reader and a text When reading, a reader must utilize their existing knowledge to construct meaning by comparing it with the information and linguistic structures presented in the text Therefore, the reader's knowledge base plays a crucial role in text comprehension There is a consensus among researchers that reading is an interactive process, and they agree on the key components of the reading comprehension model, which include the reader, the text, and the context.
1.2.2 Les étapes de la compréhension
L’évaluation de la CE
2.1.1 Qu’est-ce que l’évaluation ?
According to Weiss (1972), evaluation is defined as the systematic collection of information to inform decision-making The likelihood of making the right decision in any situation depends not only on the decision-maker but also on the quality of the information available Generally, the more reliable and relevant the information, the higher the probability of making an accurate decision Evaluation does not necessarily involve testing, and tests themselves are not inherently evaluative They are often used for educational purposes, to motivate learners, or to review taught material, and can also serve descriptive functions Evaluation occurs only when tests are used as a basis for decision-making It involves accurately measuring the achievement of predetermined objectives and making judgments based on indicators and tools that provide relevant information in relation to training goals and criteria Evaluation engages various stakeholders and serves multiple functions, ultimately expressing the degree of alignment between a set of information and appropriate criteria to facilitate decision-making.
Evaluation can primarily focus on motivating or stimulating learners, as well as conveying the importance of certain aspects of the training (Scallon, 2000).
Qu’est-que l’évaluation en langue ? L’évaluation en langue, c'est l'évaluation de la connaissance pour poser des jugements
La langue, autrefois, coresspond à un répertoire d’items lexicaux et grammaticaux isolés
Today, language is utilized within a communicative framework that is intrinsically linked to discourse, functioning within a specific sociocultural context.
2.1.2 Pourquoi, quand, quoi et comment évaluer ?
Assessment is not an end in itself but a crucial part of the learning process, marking milestones in student progression It involves evaluating acquired knowledge, identifying areas for remediation, and outlining what remains to be done to achieve initial goals Assessment provides valuable insights to both teachers and learners regarding progress, focusing on the skills taught in French as a Foreign Language (FLE) classes It enables teachers to adjust their instructional strategies and organize remediation effectively Understanding the learner's approach to tasks is essential, as self-awareness of progress and challenges is fostered through self-assessment Encouraging students to take an active role in their evaluation process, including discussing potential assessment formats based on previous classroom activities, can enhance engagement The use of a language portfolio for self-assessment allows learners to review their developing competencies As Lussier (1991: 24) noted, "Assessment is always conducted with an intention, meaning the type of information needed to make informed judgments and decisions."
Un enseignant peut avoir trois raisons principales d’évaluer les élèves : a) pour porter un pronostic
Exemple : l’élève a-t-il les connaissances nécessaires pour aborder tel ou tel cours ?
L’élève a-t-il les aptitudes requises pour suivre telle ou telle formation ? b) pour contrôler une donnée
Exemple : l’ộlốve a-t-il fait des progrốs depuis telle date ? L’ộlốve connaợt-il telle une définition ? L’élève comprend-il ce que je dis ? c) pour porter un diagnostic
Exemple : D’ó vient la difficulté de tel élève dans telle matière ?
Les outils nécéssaires pour ces trois types d’évaluation peuvent être dans certains cas les mêmes, mais les objectifs d’évaluation, on le voit, sont bien différents
On évalue à divers moments de la démarche d'enseignement/apprentissage pour répondre à des besoins différents
Avant l'apprentissage : pour vérifier si les élèves ont les acquis préalables à ceux visés par la nouvelle séquence d'apprentissage
During the learning process, it is essential to monitor students' progress to identify their strengths and weaknesses, recognize their difficulties, and implement necessary corrections.
Après une séquence plus ou moins longue d'apprentissage : pour vérifier le degré d'atteinte des objectifs qui étaient visés dans la séquence et aussi pour apporter les correctifs nécessaires
At the conclusion of an educational program, it is essential to assess the level of mastery of the learning objectives to determine promotion to the next grade or the awarding of a diploma.
Evaluating a student involves assessing specific competencies, such as their ability to communicate in a foreign language, within a defined educational activity It is essential to separately consider the communicative and experiential dimensions of evaluation A communicative approach focuses on developing skills, emphasizing that language is not merely a collection of lexical and grammatical items, but rather a tool for interaction within a sociocultural context This perspective prioritizes practical application and performance over the mere acquisition of linguistic knowledge in a second language (L2) If a student demonstrates effective communication in L2, it can be inferred that they possess the necessary linguistic and sociolinguistic concepts If not, targeted corrective activities can be employed to enhance their understanding.
In an experiential approach, objectives can be defined in terms of outcomes such as knowledge, attitudes, and behaviors related to various areas of experience For instance, in travel initiation, students engage in the steps of planning a trip and develop an understanding of how to effectively organize travel This process may also encourage them to reconsider and adjust their attitudes and behaviors based on the knowledge they acquire.
A fundamental principle in educational assessment is the alignment between learning and evaluation To be deemed acceptable, assessment situations must exhibit certain characteristics, including alignment with the learning objectives being evaluated.
- La situation reflète bien l’objectif d’apprentissage ?
- L’accent est mis sur la communication ?
- Les éléments d’apprentissage sont définis en termes de messages à produire ou à apprendre ? b) Congruence avec la méthodologie du communicatif/expérientiel
- Une mise en situation plausible ?
- Un type d’item approprié ? c) Être complète
Every teacher plays two essential social roles: that of a pedagogue, facilitating learning, and that of an evaluator, assigning grades and conducting exams (Nguyen, 2008) Each of these roles corresponds to a specific type of assessment Since evaluations are always conducted to inform decision-making, the nature of the decision distinguishes between two types of assessment: summative evaluation and formative evaluation.
C'est l'"évaluation ayant pour but de sanctionner (positivement ou négativement) une activité d'apprentissage, afin de comptabiliser ce résultat en vue d'un classemment ou d'une sélection." (Raynal et Rieunier, 2005 : 133)
Summative assessment is the process through which teachers assign grades and calculate averages to certify a learner's competence in specific subjects or disciplines This type of evaluation can be conducted through continuous assessment, examinations, or a mixed system, ultimately leading to the certification of skills and the awarding of diplomas (Nguyen, 2007).
Summative evaluation is the process of inventorying the skills acquired after a training period of varying length This type of assessment focuses on performance, specifically the completed tasks, which are evaluated against established success criteria While it primarily serves as a means of control, it does not completely exclude the aspect of regulation.
Summative assessment provides an overview of learners' knowledge and skills at the end of a teaching or learning period It allows for the comparison of learners, facilitating differentiation and potential ranking, and ultimately issues a certificate of academic achievement at the end of the year.
- a pour objectif principal la sanction d’un travail inscrit dans une progression voulue;
- revêt le caractère d’un bilan (ex : bilan d’acquisition au terme d’un trimestre d’une année);
- intervient après un ensemble de tâches d’apprentissage constituant un tout;
- permet la communication à d’autres (parents, institutions );
- peut permettre de prendre une décision (ex : passer dans une classe supérieure, interrogations, examens pouvant aboutir à un classement, un diplôme );
- les résultats sont caractérisés par une somme de notes et on établit des moyennes
Cette évaluation qui a davantage pour rôle de constater l’insuccès plutôt que de promouvoir le succès scolaire pourrait se résumer en trois mots : notation, sélection, classement
Today, particularly in Europe, the term "certificative evaluation" is increasingly used instead of "summative evaluation." According to Weiss (1977), "certificative evaluation" should relate to the conclusion of a learning process Scallon (2000) emphasizes that certifying a skill at the end of training cannot be achieved through a mere arithmetic sum of isolated components Tourneur (1985) identifies two types of certificative evaluation: external certificative evaluation, which focuses on professional skills, and internal certificative evaluation, aimed at skills necessary for further studies.
The evaluation aims to inform both the learner and the teacher about the extent to which educational objectives have been achieved It is essential that this evaluation does not result in a score out of 20 or any form of penalty.
Conclusion
Reading is the process of constructing meaning from a text, and it is only considered complete when comprehension is achieved It involves actively extracting significance by identifying essential information while also perceiving additional details Reading goes beyond merely utilizing a reader's linguistic knowledge, such as phonetics, vocabulary, and grammar; it also entails an intellectual and emotional response to the mental representation formed from the text's content and structure Researchers define reading as an interactive activity between the reader and the text within a specific context, aimed at meaning construction.
Text comprehension is currently defined by many researchers as the result of an interaction between a reader and a text When reading, the reader must utilize their existing knowledge to construct meaning by comparing it with the information and linguistic structures present in the text.
The reading comprehension model is an interactive framework that incorporates three key components: the reader, the text, and the reading context Consequently, the level of reading comprehension will vary based on the degree of interaction among these three elements.
Interactive models are now regarded as the most effective reading frameworks These models merge the strengths of both top-down and bottom-up approaches, emphasizing the interaction between them Readers can employ strategies from either or both methods, depending on the contextual information available in the text According to interactive models, text comprehension is seen as the outcome of an interactive process between the reader's existing knowledge and the new information presented in the text.
The reading process consists of three key stages: pre-reading, during reading, and post-reading Throughout these phases, the learner engages continuously with both the text and its context to construct meaning effectively.
Assessment plays a crucial role in language teaching and learning, primarily aimed at motivating and engaging learners while highlighting the importance of certain training aspects (Scallon, 2000) It is not an end in itself but rather a means to track progress, evaluate what has been learned, identify areas needing remediation, and determine what remains to be accomplished to meet the initial objectives.
Assessment occurs at various stages of the teaching and learning process to address different needs before, during, and after learning, based on established objectives It evaluates learners' foreign language communication skills and encompasses three types of evaluation: summative, formative, and diagnostic.
The assessment of reading comprehension involves evaluating the ability to derive meaning from a text With the evolution of evaluation systems, particularly following the introduction of a common reference framework that clearly outlines expectations for student work, French as a Foreign Language (FLE) teachers must carefully consider the tools used to assess these skills.
The evaluation of French language proficiency is a crucial topic in Vietnam, where French was taught in schools primarily through written methods until 2000 Previously, the assessment system focused solely on written skills, including language structure and various aspects of reading and writing comprehension It is essential for the evaluation of French to adhere to established testing processes to ensure effective language assessment.
LA PRATIQUE ÉVALUATIVE DE LA CE DU FLE À L’AMM
La méthodologie de la recherche
Cette premiốre enquờte a ộtộ effectuộe auprốs de tous les ộtudiants de Franỗais de l’AMM
The survey population consists of all medical students learning French at AMM, with a research sample of 50 students drawn from this group As shown in Table 1, the participants are predominantly young, aged between 17 and 21 years There is a notable disparity in gender representation, with significantly fewer female students compared to their male counterparts However, this imbalance does not affect the validity and reliability of the research findings.
Tableau 1 Les caractéristiques sociales des étudiants-participants
The initial questionnaire was selected as the measurement tool to investigate the evaluative practices of the CE conducted at the AMM It consisted of 40 questions organized into six sections.
The first section includes three questions (Q1-Q3) aimed at understanding teachers' perceptions of communicative competence (CC), its significance, and the level of difficulty associated with it compared to other communicative skills Additionally, it explores the impact of linguistic (lexical, grammatical, and textual), sociocultural, and strategic competencies on CC.
Les 4 questions (Q4-Q7) constituait la deuxième rubrique portant sur quelques conditions d’enseignement et d’apprentissage de la CE (manuels, volume horaire, équipement, etc.)
La troisième rubrique comprenait 8 questions (Q8-Q15) portant sur le contenu d’évaluation de la CE
La quatrième comprenait 12 questions (Q16-Q27) concernant les modalités d’évaluation de la CE
La cinquième constituée de 10 questions (Q28-Q37) portant sur la perception des étudiants sur la pratique évaluative de la CE à l’AMM
Les 3 dernières questions (Q38-Q40) constituaient la dernière rubrique portant sur des informations personnelles propres aux participants enquêtés
All questions were closed-ended to streamline the participants' responses To enhance understanding and ensure accurate information gathering, all questions were formulated in the participants' native language, Vietnamese Additionally, some questions were provided in both Vietnamese and French (in parentheses) to further aid comprehension and prevent misunderstandings among the surveyed students The structure of the questionnaire is outlined in the document.
Tableau 2 à la page suivante Le questionnaire est présenté dans les annexes
Tableau 2 Structure du questionnaire de la premième enquête
Rubrique Nombre de questions Contenus
Rubrique 1 3 La perception des étudiants sur l’importance et le degré de difficulté accordés à la CE et sur l’influence des compétences linguistique, socioculturelle et stratégique sur la CE
Rubrique 2 4 Quelques conditions d’enseignement et d’apprentissage de la CE à l’AMM
Rubrique 3 8 Le contenu d’évaluation de la CE à l’AMM
Rubrique 4 12 Les modalités d’évaluation de la CE à l’AMM
Rubrique 5 10 La perception des étudiants sur la pratique évaluative de la
Rubrique 6 3 Des informations personnelles propres aux étudiants enquêtés
The survey was conducted in March 2010 at AMM, a strategically chosen time when students were free from both the start of the academic year and final exams This ensured participants were available to respond to the questionnaire, making the survey more relevant and timely.
Questionnaires were distributed simultaneously to 50 student participants, who completed and returned them immediately after finishing their tasks We successfully collected all 50 responses, resulting in a 100% response rate Consequently, data analysis poses no issues, ensuring the reliability of the survey.
Les donnộes recueillies ont ộtộ analysộes de faỗon quantitative et qualitative
La population de l’enquờte ộtait composộe de l’ensemble des enseignants de franỗais de l’AMM Elle compte actuellement 7 enseignants au total
The sample consisted of five teachers selected from the survey population, ensuring representativeness despite some teachers being absent during the inquiry The social characteristics of the participating teachers are detailed in Table 3 below.
Tableau 3 Les caractéristiques sociales des enseignants-participants
Effectif Sexe Âge Ancienneté Diplôme
M F 30 - 35 ans > 40 ans 5 -10 ans > 10 ans Licence Master
The second questionnaire was selected as the measurement instrument, aimed at uncovering the evaluative practices of the CE conducted at the AMM It consists of 40 questions organized into six sections, mirroring the content and structure of the questionnaire used in the initial survey The layout of this questionnaire is detailed in Table 4 on the following page.
The first section includes three questions (Q1-Q3) aimed at understanding teachers' perceptions of communicative competence (CC), specifically regarding its significance and the level of difficulty associated with it compared to other communicative skills Additionally, it explores the impact of linguistic (lexical, grammatical, and textual), sociocultural, and strategic competencies on this perception.
Les 4 questions (Q4-Q7) constituait la deuxième rubrique portant sur quelques conditions d’enseignement et d’apprentissage de la CE (manuels, volume horaire, équipement, etc.)
La troisième rubrique comprenait 8 questions (Q8-Q15) portant sur le contenu d’évaluation de la CE
La quatrième comprenait 12 questions (Q16-Q27) concernant les modalités d’évaluation de la CE
La cinquième constituée de 10 questions (Q28-Q37) portant sur la perception des enseignants sur la pratique évaluative de la CE à l’AMM
Les 3 dernières questions (Q38-Q40) constituaient la dernière rubrique portant sur des informations personnelles propres aux participants enquêtés
Tableau 4 Structure du questionnaire de la deuxième enquête
Rubrique Nombre de questions Contenus
Rubrique 1 3 La perception des enseignants sur l’importance et le degré de difficulté accordés à la CE et sur l’influence des compétences linguistique, socioculturelle et stratégique sur la CE
Rubrique 2 4 Quelques conditions d’enseignement et d’apprentissage de la CE à l’AMM
Rubrique 3 8 Le contenu d’évaluation de la CE à l’AMM
Rubrique 4 12 Les modalités d’évaluation de la CE à l’AMM
Rubrique 5 10 La perception des étudiants sur la pratique évaluative de la
Rubrique 6 3 Des informations personnelles propres aux étudiants enquêtés Comme les questionnaires utilisés à l’enquête menée auprès des étudiants-participants, toutes les questions du questionnaire étaient fermées afin de faciliter le travail des participants enquêtés et de recueillir davantage d’informations Quoique ces enseignants- participants maợtrisent bien le franỗais langue ộtrangốre, les questions ộtaient rộdigộes en vietnamien pour assurer de la qualité des informations obtenues Certaines questions ộtaient à la fois en vietnamien et en franỗais Pour assurer de la validitộ du questionnaire, nous l’avons soumis, comme un prétest, à un groupe d’enseignants (n=5) qui ont presque les mêmes caractéristiques que les enseignants participant à l’étude, c’est-à-dire les enseignants qui enseignent aussi la CE aux étudiants, mais dans une autre université La structure du questionnaire est présentée dans le Tableau 4 ci-dessus Le questionnaire est présenté dans les annexes
The survey was conducted concurrently with the first one in March 2010 at AMM, a strategic time for gathering data This timing was chosen to ensure the survey's relevance and because it coincided with a period when the participating teachers were available to provide their responses, having been in the academic year for over two months.
The questionnaires were distributed simultaneously to five participating teachers, who completed and returned them immediately after their tasks, resulting in a 100% response rate This ensures that data analysis poses no issues and confirms the reliability of the survey The collected data were analyzed both quantitatively and qualitatively.
We randomly selected 15 examination topics used in recent years to assess French language learning outcomes for students at AMM All these topics focus on written skills and are titled either "Written Comprehension – Written Expression" or "Written Expression – Written Comprehension" (see appendices).
Comme structure gộnộrale, ces sujets peuvent se diviser en deux ô catộgories ằ en fonction du nombre de parties Il y a 10 sujets qui comportent 6 exercices et 5 sujets qui comprennent 5 exercices.
Les résultats des enquêtes
2.1 L’analyse et l’interprétation des résultats obtenus de la première enquête
2.1.1 La perception des étudiants sur la CE
La Figure 2, à la page suivante, nous le montre très bien que la compétence d’expression orale est considérée comme la compétence la plus importante par les étudiants interrogés
A recent survey revealed that 60% of students consider oral expression to be important or very important, while 50% view listening comprehension similarly Written expression ranks third, with 48% of respondents deeming it important or very important In contrast, written comprehension is regarded as significant by only 18% of those surveyed, which was quite surprising.
Figure 2 Importance accordée aux CC par les étudiants
Très importante Importante Plutôt importante Peu importante
Figure 3 shows that the majority of respondents (76%) perceive Emotional Intelligence (EI) as difficult or very difficult Following closely, 64% of participants find Emotional Engagement (EE) to be challenging, while 60% consider Cognitive Engagement (CE) to be difficult as well.
La CE est au dernier rang : 34% des enquêtés la pensent difficile et très difficile
Figure 3 Degré de difficulté des compétences communicatives perỗu par les ộtudiants
Très difficile Difficile Assez difficile Peu difficile
En observant la Figure 4, à la page suivante, on constate très facilement l’influence des compétences linguistiques, de la compétence socioculturelle et de la compétence stratégique sur la CE des étudiants
Con nais san ce le xica le
Con nais san ce g ram ma tica le
Con nais san ce s ocio cultu relle
Con nais san ce s traté giq ue
Con nais san ce t extu elle
Figure 4 Perception des étudiants sur l'influence des connaissances linguistique, socioculturelle, stratégique et textuelle
Très influente Influente Assez influente Peu influente
Among the five competencies discussed, sociocultural competence is deemed to have the greatest influence on students' communicative competence (CC), with 80% of respondents affirming this view Lexical competence follows in second place, with 68% of respondents believing it impacts students' CC Strategic competence ranks third, with 56% support, while textual competence is acknowledged by 52% of respondents Lastly, grammatical competence is perceived as having the least influence on communicative competence.
CE des lecteurs en LE par les interrogés (44%)
2.1.2 Quelques conditions d’enseignement et d’apprentissage de la CE à l’AMM
Figure 5 on the following page illustrates the teaching and learning conditions of CE at AMM The majority of surveyed students (74%) consider the course notes and educational materials used at AMM to be of good to very good quality, while 26% rate them as less satisfactory Regarding the time allocated for CE instruction, a significant majority (84%) believe it is insufficient, with only 16% deeming it adequate Additionally, concerning facilities such as classrooms and multimedia resources, 82% of respondents view these as inadequate, while 18% find them satisfactory Lastly, 88% of participants feel that class sizes are inappropriate for language learning, hindering the development of students' reading comprehension skills.
Doc um ents pé dag ogiq ues
D'a utre s m até riels Effe ctif
Figure 5 Conditions d'enseignement et d'apprentissage de la CE à l'AMM
Très bon(s) Bon(s) Moins bon(s) Pas du tout
In the context of CE evaluation content, a majority of respondents (64%) indicated that formative assessment was prioritized at the AMM, followed by summative assessment at 20% and diagnostic assessment at 16% This prioritization aligns theoretically with the communicative approach to learning However, the analysis reveals that the assessment of communicative knowledge and skills at AMM was not effectively implemented The evaluation content predominantly focused on lexical knowledge (10% of respondents), grammatical knowledge (40%), textual knowledge (30%), and sociocultural knowledge (6%), while only 14% addressed communicative skills According to the communicative approach, evaluation should encompass all four communicative competencies, rather than concentrating solely on lexical and grammatical knowledge, as assessing communicative skills inherently includes evaluating these other forms of knowledge.
Figure 6 L'évaluation des apprentissage du FLE
Connaissances lexicales Connaissances grammaticales Connaissances socioculturelles Connaissances textuelles Compétences communicatives
The analysis of Figure 7 reveals that, at AMM, student competency assessments focus primarily on two communicative skills: oral expression (CE) and written expression (EE), along with translation Specifically, 42% of surveyed students indicate that the evaluation emphasizes CE, 40% on EE, and only 18% on translation This distribution does not align with the comprehensive evaluation of language learning among students.
Figure 7 L'évaluation des compétences communicatives
Compréhension écriteExpression écriteTraduction
The evaluation of French as a Foreign Language (FLE) learning, particularly in the context of communicative competence (CE), presents similar challenges It encompasses various knowledge areas alongside the CE itself Notably, the assessment content focused on CE remains quite limited.
Figure 8 L'évaluation de la CE du FLE
Connaissances lexicales Connaissances grammaticales Connaissances socioculturelles Connaissances textuelles Compétence de CE
According to the survey, 40% of respondents believe that assessments focus on grammatical knowledge, while 26% emphasize textual knowledge, 8% on lexical knowledge, and 6% on sociocultural knowledge Only 26% of participants focus on reading comprehension itself, which does not align with a communicative approach to evaluation As previously mentioned, assessments should primarily target reading comprehension skills rather than focusing on lexical, grammatical, textual, or sociocultural knowledge.
A significant majority of respondents (90%) believe that the CE exam topics align well with the learning objectives and curriculum However, 10% of those surveyed feel that the exam topics do not meet these standards When considering the students' level, 68% of respondents agree that the CE exam topics are appropriate for students, while 32% believe they do not match the students' level.
Niveau des étu diants Objectif s d'app rentissa ge
Figure 9 Correspondance entre contenu d'évaluation et objectifs d'apprentissage et niveaux des étudiants correspond ne correspond pas
A survey revealed that 60% of students believe that exam topics designed to assess reading comprehension effectively differentiate levels of understanding among students, while 40% disagree Additionally, 62% of respondents feel that the evaluative practice of reading comprehension accurately assesses students' written comprehension skills, whereas 38% hold an opposing view.
In an examination context, objective questions account for only 20% of the total, while subjective questions make up a significant 80% This disproportionate ratio raises concerns regarding the adequacy of assessment methods for a CE exam.
In an examination topic, authentic documents account for 74% of the selected materials, while 26% consist of fabricated documents intended for educational purposes However, it is essential that all documents used in an examination are authentic.
A significant majority of respondents (78%) believe that the formats of exam questions lack variety, while only 22% feel that the exam formats are diverse.
The correction process still faces significant challenges Regarding mid-term exams, 32% of surveyed students reported that teachers often analyzed and discussed the results, while 50% indicated this occurred sometimes, and 18% said it never happened In contrast, for final course exams, 100% of respondents stated that teachers never analyzed or discussed the results Interestingly, a majority of participants (76%) indicated that mid-term assessments were either never or only sometimes conducted, leaving only 24% who disagreed with this assessment.
The self-assessment was effectively conducted, with 90% of participants indicating that it occurred often or very often Additionally, it is noteworthy that 100% of respondents stated that teachers had not or had never provided feedback.