INTRODUCTION

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
recommended by the authorities in change of the Educational System
Wherever competences are involved, assessment must occur in educational and even
professional fields; at school, at the university, in companies, industrial plans in
institutions.
I-WHAT IS ASSESSMENT?
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
achieved to pupils. It consists in comparing an observed realty (e.g. pupil's work) to a
referent (teacher's expectation, assessment criteria etc.
When we think of assessment, several questions occur to our mind such as:
What to assess?-how?-when?-how often?-who?-why?
-What are the elements of knowledge necessary to fulfill the pre-determined tasks
requiring such competences?
-Judge a production, the quality of work.
-Determine the degree of success.
The 'referent' is a set of pre-established standards representing the ideal entity. The
'refered to' is a set of data representing the concrete realty.
Assessment is the representation of the concrete reality through the scope of a grid of
standards or criteria.
II.Aspects of assessment
Meant for analyzing and estimating reality, assessment helps improving performance
in order to reach the ideal competence level.
Assessment has several aspects: it is diagnostic, summative and formative. The
learner's assessment is another important side.
Diagnostic assessment: it occurs to situate the pupil in order to make decisions about
the level the important questions could be:
-What has to be known?
-What are the learner's personal needs and interests?
-What are his pre-requisits?
-What kind of mental process will be most efficient?
What context of learning?
-What kind of activities?
-Are these activities accepted, wished, imposed?
Who will be assessed?
-One pupil?
-a group of pupils?

A class?
A school?
Why?
-For remediation?
-For evaluation/ estimation?
A questionnaire could help the teacher but in an Educational System, it is supposed that
all the pupils have the same needs and interest.
-Summative assessment: the most common type.
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
by the pupils, so as to reach a decision: can the learner receive his degree (or certificate)?
Can he proceed to the upper level?
-Formative assessment: helps appreciating each pupil's level, showing his weak and
strong points .It implies:
-Remediation re-teaching/consolidation.
-Monitoring, learning and readjusting (context/activities).
Aim:-To provide the teacher/learner with feedback showing progress
-To spot the learning/teaching problems.
When? During the teaching unit.
The moment of formative assessment can be any time:
o -during the lessons (particularly oral work).
o -During the breaks (if pupils are heard using English in the school- yard, it's a sign of
plus impact).
o -After school hours (etude surveille).
o -Quality of homework.
o -During meetings with pedagogical teams.
Methods of remediation
o Reteaching.
o Individual extra work.
o Pair work/group work.

OTHER INSTRUMENTS:

1-Diary: to encourage the pupil to express frankly what he feels and thinks about his own
progress: success or failure
2-Portfolio: The learner is encouraged to keep portfolios with samples from his work, related
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
further use. Portfolios are a great support for the learning process.
3-Questionnaire and interviews: 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,
etc.
4-Discution and debate: the teacher can engage in discussion with his learners about their
difficulties, likes and dislikes, and their use of knowledge and skill in English.
Learner assessment
Assessing a class task can be done not only by the teacher, but also by the learners who have
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.

Learner assessment can take three different forms:

1- Co-assessment
This is assessment done by both teacher and learner
2- Peer assessment
Assessment done by one or two learners
3- Self-assessment
To teach learners self-assessment is to make them aware of their errors.
CONCLUSION:
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
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
acquisition of knowledge .Just a point to add: the rough book should come back in the
school environment
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 the school
report book (carnet de correspondence) must be carefully kept up.
But still, only the teacher can decide on the moment of assessment and
the frequency (periodically/continually) using formal or informal
testing

PROPOSITION d'une grille d'valuation destine l'APPRENANT

I KNOW
YES
NO FILE PAGE
- To count from 13 to a hundred.
-to write numbers in full
-to use the present simple with' I'
-to use the present simple with 'You'
-to use the present simple with 'it'
-to use the present simple with 'he'
-to use the preposition 'at' with hours
-to use the preposition 'at' for places
-to ask about places /time
- To describe my room/school etc
-to name sports activities.
-to tell about what I do in the morning
What we don't say
She live in Algiers
I have 13

What we say
She live S in Algiers
I am 13