La compréhension écrite
Qu’est-ce qu’un acte de lire ?
Reading is the process of constructing the meaning of a text, and it is only considered complete when the reader achieves comprehension Thus, the learner is an active participant in this meaning-making process The act of reading involves several components: directly identifying words, indirectly recognizing unfamiliar words, and constructing the overall meaning of the text.
Identifying a word directly involves visually recognizing its written form and linking this orthographic image to its corresponding sound and meaning stored in memory This process enables both the pronunciation and comprehension of the word.
The automation of word recognition occurs through direct pathways when a word is presented in various contexts or in isolation, leading to immediate identification This recognition is confirmed through verbal articulation.
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 of words by the end of first grade.
Identifying words indirectly involves breaking down an unknown word into recognizable parts, using familiar segments from memory This process includes attempts at vocalization or subvocalization, where these segments are combined through trial and error to arrive at a known word that fits the context.
The experienced reader seldom employs this technique, as it is only temporarily useful until all words have their spelling images memorized, enabling automatic direct recognition.
Building the meaning of a text involves extracting explicit information from identified words or smaller units within the text, such as phrases and sentences This process requires creating a comprehensive understanding through memorization and synthesis of the gathered explicit information Additionally, it involves linking the explicit details to existing knowledge and inferring implicit meanings For instance, if the text mentions snow, it suggests a winter setting; similarly, references to savannas and elephants indicate an African context.
Lire, c’est d’abord prélever de l’information dans un texte en identifiant l’information essentielle et en percevant un certain nombre d’autres données La construction du sens
Qu’est-ce que la compréhension
de sens à partir des informations perỗues, le stockage en mộmoire, l’intộgration aux informations antộrieures et la rộaction cognitive et affective au sens construit ằ (Adam, Davister et Denayer (1998 : 10)
Reading is not merely the recognition of words; it requires the reader to connect the text's information 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 engages both intellectual and emotional responses, as individuals create mental representations based on the text's content and structure (Nguyen, 1997) During the reading process, individuals continuously reorganize new information alongside their stored knowledge to form a coherent and personal understanding Researchers define reading as an interactive activity between the reader and the text within a specific context, aimed at constructing meaning.
1.2 La compréhension écrite 1.2.1 Qu’est-ce ô comprendre ằ ?
"Understanding" refers to grasping the fundamental meaning of a document that is read or listened to In the context of foreign language teaching and learning, acquisition begins with listening or reading, followed by an expression activity, either oral or written Comprehension comes before expression, highlighting the important correlation between receiving and producing a foreign language.
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 rules of the language (syntax); these sentences are sequentially arranged within the texts.
Understanding is a dynamic process that continuously requires the activation of prior knowledge, the connection of new information, and the integration of existing data to create 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 revisit and reread text, allowing for a non-linear reading experience, unlike oral communication where such flexibility is not possible.
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 that involves the reader's knowledge and experiences to derive meaning from a text It is viewed as a purposeful activity that constructs a coherent representation of the text's meaning, relying on the interplay between the explicit information organized according to specific linguistic and cultural rules and the reader's background knowledge Recent theoretical models suggest that text comprehension is a complex information processing activity rather than a passive encoding of letters or words This multidimensional mental activity aims to build a semantic representation of the text, highlighting the importance of the 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 currently defined by many researchers as the result of an interaction between a reader and a text During reading, the reader must utilize their existing knowledge to construct meaning by comparing it with the information and linguistic structures present in the text Therefore, the reader's knowledge base plays a crucial role in text comprehension The interactive nature of reading is widely accepted among researchers, who also agree on the key components of the reading comprehension model: the reader, the text, and the context.
1.2.2 Les étapes de la compréhension
Van Dijk and Kintsch (1983) identify several stages in their comprehension model, each representing different levels of understanding These stages include surface-level lexical and syntactic processing (word by word), microstructure, macrostructure, and the situation model.
The reader begins their reading by processing the lexical and syntactic surface structure, focusing on word-by-word recognition Initially, this involves identifying words, associating them with concepts, and integrating these concepts into the reader's existing or developing mental model This surface form is temporary and is quickly forgotten.
Dans un deuxième temps, c’est la microstructure Il s’agit d’une base de texte ó sont représentées les idées énoncées et leurs interrelations Elle correspond à la signification littérale du texte
Vient ensuite la macrostructure Elle peut être assimilée à un résumé du texte
The situation model represents the most advanced level of understanding, characterized by a dynamic and evolving depiction of characters, their respective positions, and actions This crucial final step allows for the construction of a situation model, which is seen as a refined and in-depth level of comprehension It integrates explicit data from the text, the relationships among these data, and the prior knowledge employed by the reader or listener to interpret the text effectively.
Les relations entre les données étant souvent implicites, cette construction nécessite donc la réalisation d’inférences
This requires delving deeper than the explicit text The reader must interpret the underlying relationships within the information presented, establishing connections of reference and causality between the elements of the text.
Recent studies in cognitive psychology indicate that resolving anaphoric chains and making inferences are common challenges for readers, including proficient ones Researchers emphasize the importance and necessity of developing skills in text comprehension prior to engaging in decoding activities.
1.2.4 Modèle de compréhension en lecture
In exploring how readers construct meaning from texts, authors have proposed a comprehension model that highlights the interaction of three essential components: the reader, the text, and the context (Giasson, 1990) These elements significantly influence a reader's understanding of written material The level of comprehension varies based on the strength of the relationships among these components; the closer the connections, the better the reader's understanding (Giasson, 1990) Thus, reading comprehension is inherently dependent on these three interrelated variables: the reader, the text, and the context.
The reader is at the heart of the reading process, equipped with knowledge of language and the world These cognitive structures significantly influence their comprehension Their language knowledge encompasses lexical, grammatical, and pragmatic aspects Additionally, the reader's world knowledge reflects the mental framework they have developed, forming a foundation of prior knowledge to which new information from the text can be connected.
Figure 1 Schéma du modèle de compréhension en lecture 1
Le texte, avec ses composantes, est un facteur important dans l’activité de compréhension
The author's intention, the organization of ideas, and the content of the text significantly influence the reader's experience Additionally, the text's structure and writing conventions can either aid or hinder comprehension The text can be analyzed through three main aspects: the author's intention, the structure, and the content The author's intention shapes the direction of the other two elements Structure refers to how the author organizes ideas within the text, while content pertains to the concepts and knowledge the author chooses to convey.
L’évaluation de la CE
L’évaluation
2.1.1 Qu’est-ce que l’évaluation ?
According to Weiss (1972), evaluation is the systematic collection of information to inform decision-making The likelihood of making the correct decision depends on both the decision-maker and the quality of the information available Generally, the more reliable and relevant the information, the higher the probability of making the right choice Evaluation does not necessarily require 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 entails accurately measuring the achievement of predetermined objectives, making judgments about an individual or action based on indicators, and utilizing tools that produce information aligned with training goals and criteria Evaluation involves various stakeholders and serves multiple functions, reflecting the degree of alignment between a set of information and appropriate criteria to inform decisions.
Evaluation can primarily focus on motivating or stimulating learners, or it may aim to highlight the significance of certain aspects of 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
Language today is utilized within a communicative framework, intricately tied to discourse and occurring within a specific sociocultural context.
2.1.2 Pourquoi, quand, quoi et comment évaluer ? 2.1.2.1 Pourquoi évaluer ?
Evaluation is not an end in itself; it serves as a marker of progress, providing a summary of what has been learned, what needs to be revisited (remediation), and what remains to be accomplished to meet initial objectives It informs both teachers and learners about the latter's development, focusing on the points covered in French as a Foreign Language (FLE) classes This process enables teachers to adjust their teaching strategies and organize remediation effectively It is essential for teachers to consider the approaches learners take to complete tasks Additionally, students must develop self-awareness regarding their progress and challenges, which includes the ability to self-evaluate Encouraging learners to take an active role in their assessment can involve discussing potential evaluation formats based on prior classroom exercises The use of a language portfolio can facilitate self-assessment by highlighting various competencies being developed As Lussier (1991: 24) noted, "Evaluation is always based on an intention, that is, the type of information needed to make sound judgments and appropriate 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 whether a student is ready for promotion to the next grade or eligible for graduation.
Evaluating a student involves assessing their competencies, such as their ability to communicate in a foreign language, within a specific educational context To determine what to evaluate, one must consider both the communicative and experiential dimensions A communicative approach focuses on skill development, recognizing that language is not merely a collection of lexical and grammatical items but is used within a communicative framework tied to sociocultural discourse This means that practical skills and performance take precedence over mere linguistic knowledge in a second language (L2) If a student demonstrates their ability to communicate in L2, it can be inferred that they possess the necessary linguistic and sociolinguistic concepts; otherwise, targeted corrective activities can be employed to address these concepts.
In an experiential approach, objectives can be defined in terms of acquired knowledge, attitudes, and behaviors related to various areas of experience For instance, during travel initiation, students engage in the stages of trip planning and develop essential skills for organizing a journey This process encourages them to reassess and potentially change their attitudes and behaviors based on the knowledge they gain.
A fundamental principle in educational assessment is the alignment between learning and evaluation To be deemed acceptable, assessment situations must incorporate specific 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 assessments (Nguyen, 2008) Each of these roles corresponds to a specific type of evaluation Since evaluations are conducted to inform decision-making, the nature of the decision distinguishes between two types of evaluation: summative and formative assessment.
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 This evaluation method includes continuous assessment, examinations, or a mixed system to validate skills and award diplomas (Nguyen, 2007).
Summative assessment is the process of inventorying acquired skills or conducting an evaluation following a training period of varying length This type of assessment focuses on performance, specifically the completed work, which is evaluated based on success criteria While it primarily serves as a form of control, it does not entirely exclude the aspect of regulation.
Summative assessment provides an overview of learners' achievements and helps make decisions at the conclusion of a teaching or learning process It allows for the comparison of students, enabling differentiation and potential ranking, while also issuing the certification of academic success 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
Currently, especially in Europe, the term "certificative evaluation" is often used in place of "summative evaluation." According to Weiss (1977), certificative evaluation should pertain to the conclusion of a learning process Scallon (2000) emphasizes that certifying a skill at the end of training cannot simply be achieved through an arithmetic sum of isolated components Tourneur (1985) identifies two types of certificative evaluation: external certificative evaluation for professional skills and internal certificative evaluation for competencies necessary for further studies.
Assessment aims to inform both the learner and the teacher about the extent to which objectives have been achieved It should never result in a grade out of 20 or any form of punishment (Raynal and Rieunier, 2005: 134).
L’évaluation de la CE
The communicative and functional-actional approaches have highlighted the importance of various oral skills With the evolution of assessment systems in written communication, particularly following the introduction of the Common European Framework of Reference, expectations for learner submissions have become clearer Consequently, French as a Foreign Language (FLE) teachers must focus on effective evaluation tools for these essential competencies.
2.2.2 Les processus du testing de l'évaluation de la compréhension écrite
Evaluating reading comprehension is inherently indirect, as this skill cannot be directly observed Understanding what goes on in a reader's mind while attempting to comprehend a written text is challenging Consequently, evaluators must assess comprehension through indirect measures of language performance As a result, the methods employed to gauge a candidate's abilities may influence their outcomes.
2.2.2.1 Déterminer le but du test
In evaluating reading comprehension, the primary goal of the test is to assess the understanding of the message conveyed by a text However, a test may also focus on the reading process itself, examining the strategies that readers employ to comprehend and derive meaning from the text, thus highlighting effective text understanding.
When readers approach a text, they generally have an understanding of its purpose and content Therefore, it's essential to incorporate various techniques and tools during the planning phase to effectively prepare students for reading To accommodate diverse learning styles, it's beneficial to vary the techniques used within a single test, as some students may struggle with specific methods.
2.2.2.3 Sélectionner la technique appropriée et préparer les tâches
To assess comprehension, a task is typically imposed that serves as an external factor to the text, which the evaluated individual must understand This task usually involves answering questions or completing activities based on the text It is likely that this external factor will influence and potentially distort the understanding of the text.
For listening comprehension tests, it's essential to provide candidates with the contextual information necessary to approach the text effectively Ensuring that they clearly understand the tasks they need to complete is equally important, along with allowing time for them to ask clarifying questions Depending on the proficiency level, the decision can be made whether this phase should occur in the first language (L1) or the second language (L2).
In a written comprehension test, grammar and spelling mistakes are not penalized; only correct answers are considered The evaluation primarily focuses on semantically acceptable responses.
2.2.2.6 Analyser les items du test et les tâches
The difficulty level of a test reflects how challenging or easy the items are for the students who took it For instance, if a significant number of students struggle with a closure test, it may be decided to adjust the test by setting the gaps at every seven words, or even every ten words, instead of every five words.
Interpretation can vary based on the adopted perspective, whether it is criterion-referenced or normative It is essential to assess if the test effectively discriminates between different levels of performance Remove any ineffective items and replace them as necessary Reevaluate the task in relation to the educational objectives and the purpose of the test If needed, select an alternative text or excerpt.
2.2.2.7 Faire un rapport des résultats du test
When developing a reusable test, it is crucial to take the time to write a comprehensive report Future uses may lead to additional challenges, and after a year, one might forget important details.
LA PRATIQUE ÉVALUATIVE DE LA CE DU FLE À L’AMM
La méthodologie de la recherche
1.1.1 La première enquête 1.1.1.1 La population et l’échantillon
Cette premiốre enquờte a ộtộ effectuộe auprốs de tous les ộtudiants de Franỗais de l’AMM
The study population consists of all medical students learning French at AMM, with a research sample of 50 students selected from this group As shown in Table 1, the participants are predominantly young, aged between 17 and 21 years There are significantly fewer female students compared to their male counterparts; however, this disparity does not affect the validity and reliability of the research findings.
Tableau 1 Les caractéristiques sociales des étudiants-participants
The first questionnaire was selected as the measurement tool to explore the evaluative practices of the CE conducted at the AMM It consisted of 40 questions organized into six categories.
The first section includes three questions (Q1-Q3) aimed at understanding teachers' perceptions of communicative competence (CC), emphasizing its importance and the level of difficulty compared to other communicative skills It also explores the impact of linguistic (lexical, grammatical, and textual), sociocultural, and strategic competencies on this understanding.
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 comprehension and encourage accurate answers, the questions were formulated in their native language, Vietnamese Additionally, some questions were presented in both Vietnamese and French (in parentheses) to aid understanding and minimize 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 not preoccupied with the academic semester or final exams This timing ensured that participants were available to respond to the questionnaire, enhancing the relevance and timeliness of the research.
The questionnaires were distributed simultaneously to 50 participating students, who completed and returned them immediately after finishing their tasks We received all 50 responses, resulting in a 100% response rate Consequently, data analysis poses no issues, and the reliability of the survey is ensured.
Les donnộes recueillies ont ộtộ analysộes de faỗon quantitative et qualitative
1.1.2 La deuxième enquête 1.1.2.1 La population et l’échantillon
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 absentees during the investigation Table 3 below outlines the social characteristics of the teachers involved in our research.
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 tool to explore the evaluative practices of the CE conducted at the AMM It consists of 40 questions divided into six sections, mirroring the content and structure of the questionnaire used in the initial survey The structure 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), 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 the interviewed 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 them on-site and returned them immediately after finishing 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 exam topics used in recent years to assess the French language learning outcomes of 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.
QUELQUES PROPOSITIONS POUR AMÉLIORER LA
L’évaluation en fonction des objectifs ou par compétence
L’évaluation doit se faire en fonction des objectifs pédagogiques fixés au début de tout autre enseignement ou par compétence Comme l’a souligné Abernot (1996: 62),
Improving assessment fundamentally relies on clear objectives, as knowing the destination is essential for determining the path to reach it and understanding the progress made Assessment is defined as measuring the achievement of these objectives Effective pedagogical action requires direction, acquisition methods, and evaluation of what has been learned At the end of a course or learning phase, students must demonstrate to their teacher that they have acquired the desired skills or met the set goals Teachers, in turn, must observe this demonstration to make informed grading decisions The basis for these grades includes the content considered, the performance that showcases the student's competence, and the criteria used for evaluation.
Learning objectives outline the skills or behaviors that learners are expected to acquire by the end of a learning sequence, course, or program after completing various tasks Ideally, these objectives should be formulated before teaching begins; however, in practice, some educators prefer to establish them post-instruction, as they can better assess what learners should be capable of based on observed changes (Nguyen, 2007) In the context of the FLE curriculum at AMM, students are expected to achieve a reading comprehension level of A2 by the program's conclusion.
Based on survey results, opinions regarding the evaluation content of the CE for students and teachers vary significantly, particularly concerning different types of assessments It is essential to focus on three main types of evaluation: summative, formative, and diagnostic However, priority should be given first to formative evaluation and then to summative evaluation, as this aligns with the communicative approach to learning Nevertheless, implementing formative evaluation remains challenging in Vietnamese universities, such as AMM, due to the considerable time and effort required from both students and teachers.
In assessing communicative competencies, especially in the context of the CE, it is essential that evaluations encompass all four communicative skills rather than focusing on just a few, as is currently the case at AMM Furthermore, the evaluation should not place excessive emphasis on linguistic knowledge As previously discussed, evaluating communicative competencies inherently involves assessing linguistic knowledge (including lexical, grammatical, and textual aspects) as well as sociocultural understanding However, in the current Vietnamese context, there is a tendency to prioritize linguistic knowledge, particularly for beginner learners, while the ultimate goal remains to evaluate communicative skills more comprehensively over time.
To effectively assess students' written comprehension skills in exams, the topics must align closely with the learning objectives and curriculum standards of the CE, as well as the students' proficiency levels This alignment has not been adequately achieved in recent years at the AMM Additionally, exam topics should be designed to differentiate varying levels of students' written comprehension abilities.
To effectively assess students' competencies in general and specifically in the context of AMM, it is essential to adhere to testing processes in competency evaluation.
Choix d’un instrument ou d’un outil d’évaluation et préparation des tâches
To assess reading comprehension (RC), evaluators typically assign a task that serves as an external factor related to the text that the individual must understand This task often involves answering questions or completing activities based on the content It is likely that this external factor will influence and potentially interfere with the individual's understanding of the text.
Selecting a measurement instrument or assessment tool is crucial not only in language evaluation but also in assessing any subject It is essential to consider the alignment between objectives and tools, as well as the complexity of the objectives and the flexibility of the assessment instruments.
Tableau 5 CHOIX D'OUTILS D'EVALUATION EN FONCTION DES OBJECTIFS OU PAR
Type de test Type de Compétences concernées réponse
Question à réponse fermée courte (test de closure)
QCM (question à choix multiples) Fermée
Item d’alternative (vrai ou faux) Fermée
QROC (questionnaire à réponse ouverte courte)
Production orale continue (discours, argumentation, description) ou production d'intervention
The form of assessment is as crucial as its content, necessitating the use of evaluation tools that align with the complexity of the objectives being pursued Failing to do so can hinder the accurate assessment of desired capabilities Adhering to this principle significantly enhances the validity of the evaluation by preventing the accumulation of variables (Abernot, 1996) It is advisable to avoid attempting to evaluate everything simultaneously, as this may lead to ineffective evaluations.
The evaluation methods mentioned above serve as examples of aligning tools with specific objectives More importantly, every French teacher at AMM must be adept at selecting and creating assessment tools tailored to the unique situations they encounter.
It is crucial to design tasks that are as authentic as possible, reflecting what a reader might encounter in their daily life with various texts Some texts demand careful and detailed reading, such as instructions for using a new device Others require selective reading, like locating information in a table of contents or a phone directory Similarly, reading a news article about an event may require the reader to grasp the essential information, while an editorial necessitates an understanding of key issues raised in the text, potentially highlighting controversial elements.
Most evaluation techniques are imposed externally and add an additional task to text comprehension These techniques include the adapted closure test (also known as cloze tests or fill-in-the-blank exercises), multiple-choice questions (MCQs), short answer questions, and summarization tasks.
3 Les types d’items utilisés dans les tests d’évaluation de la CE
As previously mentioned, there are several assessment tools for evaluating writing competence (CE) Based on our study results, we identify six types of items suitable for CE assessment tests in French as a Foreign Language (FLE): the adapted closure test, multiple-choice questions (MCQs), rearrangement items, matching items, true/false items, and short open-ended questions (QROC) The first five items are classified as objective tests, while the QROC falls under subjective assessments This work references Nguyen (2007) to describe these six items, which can assist FLE teachers in designing written comprehension tests to effectively evaluate their students' CE skills.
Les types items utilisés dans les tests d’évaluation de la CE
illustrerons les principales formes, nous donnerons des indications sur son utilité et nous suggérerons des principes de correction
3.1 Le test de closure adapté (le test lacunaire ou le texte à trous)
The traditional closure test involves mechanically removing words from a text at regular intervals, typically between every fifth and eleventh word, depending on the desired difficulty level Candidates are tasked with filling in the blanks by providing the missing words, while the beginning and end of the text remain intact to offer contextual clues The scoring method that retains semantically acceptable words is considered the most reliable Modified versions of the closure test exist, primarily aimed at reducing difficulty or simplifying the correction process.
This technique is primarily used to assess reading processes, as it evaluates a candidate's ability to comprehend a text while actively reading However, there are ongoing questions regarding its effectiveness in measuring understanding beyond the confines of individual sentences.
The technique discussed is considered the most natural for candidates, as it requires them to focus solely on the text without external questions, simulating a real reading situation where they anticipate the meaning of the content However, it is crucial to ensure the authenticity of the task In literature, the closure test is recognized as a valid measure of reading comprehension In research, it serves not only as an assessment of reading understanding but also as a gauge of overall language proficiency, despite some criticisms regarding this latter application (Weir, 1990).
La technique de notation qui retient les mots sémantiquement acceptables semble la plus fiable
Today, testing methods are rapidly evolving to assess a variety of skills These tests come in different formats, but the most suitable form for evaluating comprehension in the context of medication authorization is the cloze test or fill-in-the-blank format, as illustrated in the example below.
Consigne : Complétez le texte avec un mot qui convient ( un seul mot par espace ) ô La jeune fille et la voix
Céline Dion is a remarkable phenomenon from Quebec She began her music career at the age of thirteen and has released ten albums in French Additionally, she learned English and has published three highly acclaimed albums in the United States The essence of this extraordinary artist lies in her powerful, expressive, and moving voice, which is truly a delight to experience.
Céline is the youngest of fourteen siblings, where the passion for music is instilled from a young age "My childhood was immersed in all musical styles By the age of twelve, I had my own show! I would sometimes refuse certain songs because I didn't feel them," she shares "In my early days, I sang like a dream Today, I still have my head in the clouds, but my feet are firmly on the ground."
Jean-Jacques Goldman, a renowned French songwriter, penned Céline Dion's second album and supported her during her engagements He recounts that in the studio, even the most discerning technicians and musicians, including those who typically do not appreciate pop music, were captivated by Céline's extraordinary talent.
The closure adaptation test primarily relies on memory, making it useful for assessing knowledge of specific facts and determining if students can independently find answers It can also evaluate comprehension and application skills, such as problem-solving abilities in mathematics and science, as well as the interpretation of data from graphs or maps However, this type of test has limitations, as it mainly measures knowledge of particular facts, and scoring is based on the number of correct responses.
Multiple-choice questions involve providing questions about a written document that learners must read and comprehend Each question typically offers three to six possible answers, with four options being the most common Learners are required to select one answer, as only one choice is permissible.
As an educator and designer of such exercises, it is crucial to be vigilant about the formulation of questions and answers Ensure that all provided answers are contextually plausible and avoid presenting two possible items To prevent this type of ambiguity, it is essential to test your multiple-choice questions with a colleague and, preferably, with a learner.
Multiple-choice questions (MCQs) are engaging in written form, particularly for elementary-level learners, as they motivate students to persist and feel a greater chance of success For higher-level learners, MCQs become valuable when the information is complex or challenging to grasp.
A multiple-choice question consists of an initial part (the stem), which can be a direct question or an incomplete statement, followed by several suggested answers The candidate must select the response(s) that correctly answer the question or complete the statement In this testing format, the participant chooses one answer from several options, with only one being correct.
Selection tasks often utilize tests that pose significant challenges for candidates A major issue is that both the questions and distractors add an extra layer of complexity to text comprehension, requiring candidates to grasp not only the content but also the nuances of the questions Furthermore, the questions may not accurately reflect the candidate's understanding of the text, making it difficult to determine whether a poor response stems from a misunderstanding of the text itself or the question posed.
The validity of such tests is questioned, as it is uncommon for individuals to face multiple alternatives simultaneously in real-life situations Additionally, diverse readers may interpret texts differently, leading to varied inferences that may not align with the intentions of the test creator.
This technique enhances the measurement of the product by assessing the reader's ability to interpret abstract information for its meaning The grading process is objective, as the evaluator cannot exercise judgment during correction; acceptable answers have already been predetermined before this stage.
Ci-dessous est un exemple d’un test de CE utilisant les QCM proposé par TestCAN (la question 5 est de type ô question à rộponse fermộe courte)
Lisez le texte et répondez aux questions 1 à 5 en encerclant les lettres appropriées
L’ỘCOLE EN ASIE DU SUD-EST
Les documents et supports choisis pour l’évaluation de la CE
The learners' proficiency level is crucial in selecting appropriate reading comprehension materials Texts should balance known and unknown linguistic elements effectively Generally, providing a vocabulary list is essential to prevent students from facing lexical challenges that could lead to discouragement during reading (Nguyen, 2007).
The French reality can be challenging for Vietnamese university and general education students who may not have the opportunity to improve their language skills in France Therefore, it is crucial to find textual resources that offer sociocultural content, allowing for a comparison with Vietnamese reality.
Throughout their training, it is crucial for learners to encounter various types of texts within different contexts and situations, covering a range of themes In the early stages of learning, it is beneficial for written materials to focus on topics relevant to their interests, particularly those related to their medical studies The chosen materials should capture their attention and stimulate curiosity, especially considering that young Vietnamese students often express a lack of interest in reading in general.
Similarly, learners can bring their own written materials to feel more engaged in their learning process The teacher can utilize these resources pedagogically if they align with specific educational goals.
Les documents écrits suivants peuvent être de bons supports pour évaluer la compréhension :
To effectively utilize various resources such as brochures, manuals, maps, directories, forms, news articles, magazine features, and advertisements, it is essential to engage in activities that involve identifying key information Participants can fill out tables based on these documents, locate specific places on a map, and identify important numbers and dates These tasks should be completed within a set time frame to enhance focus and efficiency.
Documents such as news articles and brief excerpts from literary pages can facilitate skimming In this context, learners can be tasked with identifying the text, locating key terms, and attempting to grasp the main ideas of each paragraph.
To enhance learner engagement and stimulate their learning, it is advisable to avoid overly long documents and instead use a variety of short to medium-length texts, particularly for advanced students Unlike real-life situations where readers can anticipate the content of a document—such as a restaurant menu or a friend's letter—language learners encounter unexpected materials in the classroom This unpredictability makes it challenging for students to hypothesize about the content, thus enriching their learning experience.
Comme, nous l’avons signalé, il est primordial de proposer des exercices d’évaluation de cette compétence et des documents, en examinant avant tout le niveau des apprenants
Students who are complete language beginners may be challenging to assess in their language skills However, once they have acquired some basic language knowledge, it becomes much easier to evaluate their reading comprehension.
At this stage, we will also consider the types of texts sought (descriptive, narrative, particularly informative and argumentative) to create a language sample, as well as how they will be presented Similar to learning activities, we will aim to use authentic texts—those designed and written by native authors for native readers.
We do not alter the language of the texts; instead, we introduce variations in the types of questions This includes easy questions for beginner-level students and more challenging ones for advanced learners, all based on the same text.
When selecting a text for assessment, it is essential to keep in mind the learning objectives we aim to evaluate Since formulating multiple meaningful questions about a single text can be challenging, it is advisable to utilize several short texts accompanied by a few questions, rather than relying on one lengthy text with many irrelevant questions By varying the text samples within the same test, students can approach each task with a fresh perspective, allowing evaluators to gain a clearer understanding of the students' true capabilities.
When selecting texts for educational tasks, it's essential to consider their length in relation to the objectives Longer texts are ideal for assessing a student's ability to grasp the overall meaning, while shorter texts are more suitable for evaluating detail comprehension It's important to choose texts that engage students without causing confusion, avoiding those that contain familiar information that allows students to answer questions without reading Additionally, texts should not be overly complex in terms of cultural references to ensure accessibility for all learners.
Mais en tout cas, il est nécessaire de chercher des documents qui portent sur la médecine et le métier de médecin
On distingue souvent les cinq étapes d'élaboration et d'utilisation d'une épreuve à l'intérieur du processus d'évaluation et de prise de décision.
Construire une épreuve de CE
On distingue souvent les cinq étapes d'élaboration et d'utilisation d'une épreuve à l'intérieur du processus d'évaluation et de prise de décision (voir le tableau 6 ci-dessous)
Tableau 6 ÉTAPES D'ÉLABORATION ET D'UTILISATION D'UNE ÉPREUVE
5 Assembler l'épreuve É lab orat ion
4 Rédiger les items ou questions
3 Choisir le type d'items ou questions appropriées
2 Préciser le contenu de l'épreuve
1 Déterminer le but de l'épreuve
5.1 Déterminer le but de l'épreuve
According to Nguyen (2007), the most crucial yet often overlooked step in assessment is understanding the purpose behind evaluating students It is essential to clarify the objectives before designing an assessment, as the nature of the decision to be made significantly influences the format of the evaluation This format can differ based on whether the assessment occurs before, during, or after a learning phase, and whether it is formative, summative, or diagnostic in nature.
Formative assessment aims to identify learners' weaknesses to help teachers address learning challenges and support student progress, without determining pass or fail outcomes These assessments occur throughout the learning process and provide valuable information for improving education In contrast, summative assessment evaluates the level of learning achieved at the end of a course or program, typically without leading to corrective teaching actions Summative assessments are conducted after a learning phase and offer insights into students' overall success, enabling educators and institutions to measure learner achievement effectively.
The difficulty level and discriminatory power of test items vary depending on whether the assessment is formative or summative.
5.2 Préciser le contenu de l'épreuve
Before constructing an assessment, Nguyen (2007) emphasizes the importance of clearly defining the nature, number, and relative significance of the behaviors to be evaluated This foundation guides the selection of question types and quantities, as well as the overall content validity of the assessment Educators must consider what tasks a student can perform to demonstrate their understanding of the course material To achieve this, teachers should outline the main themes or specific objectives of their course, which marks the first step in creating a specification table Additionally, they should indicate the importance of each course component by distributing the total exam weight (100%) based on their relative significance This table outlines the expected behaviors, categorized by taxonomic levels, and highlights their relative importance Specifying the targeted learning levels for each objective or competency within the specification table aids in ensuring the relevance of the assessment items The following example illustrates that creating a specification table from specific objectives is both straightforward and efficient.
On distingue souvent deux étapes d'établir un tableau de spécification
Première étape : le choix des objectifs à enseigner et à évaluer
At the beginning of the year, the teacher plans their instruction and the assessments for their students While they will cover all course objectives, they acknowledge that not all can be directly evaluated Consequently, the teacher decides to explicitly include only the objectives related to listening comprehension, reading comprehension, and written expression in the exams.
Deuxième étape : la pondération des objectifs
Based on the curriculum and individual priorities, the teacher allocates weights to objectives (totaling 100%) This allocation aims to create a time distribution that aligns closely with the planned curriculum By weighting the objectives included in the exam, the teacher ensures a balanced distribution of points, reflecting the varying importance of different course sections.
5.3 Choisir les items de l'épreuve
Once the exam format is finalized, it is essential to determine the type of items to be used The selection of item types must consider the specific objectives intended for measurement The alignment between items and objectives should primarily guide the choice between selected-response or constructed-response items Generally, the type of item is dictated by the stated objective or the type of skill being assessed According to Morissette (1996), it is advisable to choose constructed-response items in certain situations.
- Le groupe d'apprenants ou candidats à évaluer est petit et le questionnaire ne sera pas réutilisé
- L'enseignant veut favoriser l'expression écrite dont on tient compte dans son évaluation
- L'enseignant a plus de facilité à rédiger et à corriger des items à réponse construite que des items à réponse choisie
- L'enseignant dispose de peu de temps pour rédiger les items et de beaucoup de temps pour corriger les réponses
Il serait plus approprié de choisir des items à réponse choisie dans les situations qui suivent:
- Le groupe d'apprenants ou candidats à évaluer est grand et le questionnaire sera réutilisé
- L'enseignant accorde une grande importance à la fidélité des résultats
- L'enseignant veut obtenir des résultats dont la subjectivité, surtout sur le plan de la correction, est réduite au minimum
- L'enseignant est plus compétent pour rédiger des items à réponse choisie
- Les résultats doivent être communiqués rapidement après l'examen, mais on peut prendre beaucoup de temps pour l'élaboration des items
The nature of the objectives to be measured theoretically dictates the type of items used in assessments However, in practice, this is not always the case, as some measurement situations may lack specific objectives, while specific objectives can accommodate various types of items Therefore, it is crucial to select the most appropriate item type In a written comprehension test, it is essential to combine both objective and subjective items, with a recommendation that objective items should not exceed 70% of the total questions in the test.
The number of items in an exam is influenced by the tasks required and the time allocated for the assessment Typically, the duration of an exam should not exceed three hours, as performance tends to decline due to fatigue beyond this limit.
La représentativité est fondamentale dans la détermination des items L'examen doit contenir les items qui représentent le mieux l'ensemble de tous les items possibles
Morrissette (1996) propose quelques recommandations qui aideront l'enseignant à déterminer le nombre d'items à inclure dans un examen
- Construire un questionnaire qui permet à au moins 90% des élèves de terminer l'épreuve à temps
- La représentativité du questionnaire est fondamentale dans la détermination du nombre des items
- En temps normal, un élève répond approximativement à deux items vrai ou faux ou à un item à choix multiple à la minute
5.5 Décider de la difficulté des items
It would be challenging to differentiate between strong and weak learners if most exam items are easy, as nearly all students would pass To effectively assess student abilities, it is essential to include questions that the top performers succeed on while the weaker students struggle According to Morrissette (1996, cited by Nguyen), incorporating a range of difficulty levels in assessments can provide a clearer picture of individual student capabilities.
In 2007, it was established that to ensure a fair comparison among students, a passing score of 60% should be applied Consequently, assessments in the same subject should incorporate a variety of question difficulties: easy items that over 85% of students can answer correctly, medium items that 55% to 85% of students succeed in, and difficult items that 40% to 55% of students can answer correctly.
La rédaction des items d'un examen demande beaucoup de temps et des compétences particulières chez le concepteur ou chez l'enseignant Chaque item doit être relu et vérifié minutieusement
5.6 Rédiger les items ou questions
La construction des items n'est pas une tâche facile Elle demande du temps, des capacités intellectuelles Voici quelques conseils pratiques à l'intention des rédacteurs
According to Nguyen (2007), it is essential to prepare questions well in advance to allow for adequate revision, ensuring they align with the intended objectives It is also beneficial to note ideas that arise during class, such as student interests, common mistakes, and specific difficulties, as these can aid in the development of effective questions.
Avant de commencer à rédiger les questions, se demander : + Quel type d’information l’on cherche ;
To effectively assess a specific skill or knowledge, it is essential to identify the behaviors that reflect this ability Additionally, designing tasks that can reveal whether this skill or knowledge has been acquired is crucial for accurate evaluation.
Rédiger plus de questions qu’il n’en faut, afin de pouvoir opérer choix au moment d’assembler l’épreuve
S’assurer que l’ensemble des questions couvre bien l’ensemble des comportements que l’on se propose de mesurer
Reviewing questions after some time or, ideally, having colleagues review them can help ensure their relevance and technical quality, allowing for necessary revisions to improve clarity and effectiveness.
It is advisable to write questions on separate cards, allowing for easy modification, organization, and the ability to add comments after their use for future contexts This approach effectively creates a question bank.
La fiche de question pourrait comporter les renseignements suivants : + Identification du cours et code de la fiche ;
+ Objectif mesuré ; + Question et clé ou grille de correction ; + Date d’utilisation ;
+ Commentaires (au verso de la fiche)
Assembler l'épreuve comporte plusieurs étapes : l'agencement des items, les directives, la révision, etc
5.7.1 Agencer les items pour constituer l'instrument de mesure
Exemple d’une fiche d’évaluation en CE
Pour bien construire une épreuve de compréhension écrite, on doit préparer une fiche d’évaluation Nous reprenons la fiche proposée par Tagliante (2005)
Fiche d’évaluation (A1) : Compréhension générale des écrits 4
Descripteur évalué COMPRENDRE LA CORRESPONDANCE
Peut comprendre des messages simples et brefs Objectif à maợtriser Comprendre une correspondance de type amical, se rapportant à la vie quotidienne
Type de tâche Comprendre un courriel
Public Tout public : adolescents, adultes
Support Un corpus de fac-similés de cartes de visites
Lisez le courriel ci-dessous puis répondez aux questions
De : sebastien@messagerie.com À : caroline@messagerie.com Objet : Emmanuel est de retour !
Hello Caro! Emmanuel is arriving in Marseille on Friday I'm hosting a party that evening to celebrate his return Join us for dinner with Julie, and if you have time, please prepare your amazing chocolate cake, as you know he loves it! See you on Friday! Hugs.
4 Proposée par Tagliante (2005 : 118) dans "L'évaluation et le Cadre européen commun", Paris : CLE Inter
1 C ; 2 C ; 3 D ; 4 A (éventuellement D, mais rien ne l'indique)
The analysis of our study indicates that the evaluation of the CE at AMM has not been effectively implemented To enhance the quality of French teaching and learning, particularly in the CE context at AMM, we propose several recommendations focusing on various aspects of CE evaluation These include aligning assessments with educational objectives or competencies, selecting appropriate evaluation instruments, developing assessment tools, and providing examples of CE exam topics.
L’évaluation doit se faire en fonction des objectifs pédagogiques fixés au début de tout autre enseignement ou par compétence Comme l’a souligné Abernot (1996: 62),
Improving assessment relies heavily on clear objectives; without knowing the destination, determining the path and measuring progress becomes challenging In the context of the French as a Foreign Language (FLE) program at AMM, students are expected to achieve a written comprehension level of A2 by the end of their studies.
When evaluating communicative competencies, particularly in the context of CE, it is essential that the assessment encompasses all four communicative skills rather than focusing on just a few, as is currently the case at AMM Furthermore, the evaluation should not place excessive emphasis on linguistic knowledge However, in the current context, it is acceptable to assess linguistic knowledge, especially for beginner learners, while gradually shifting the focus solely to communicative competencies.
To effectively assess students' written comprehension skills, exam topics must align closely with the learning objectives and curriculum standards of the CE, as well as the students' proficiency levels, a practice that has been lacking in recent years at AMM Additionally, it is essential to design exam questions that can accurately differentiate the varying levels of students' written understanding.
To effectively assess the general competency of students in critical thinking, particularly in the context of AMM, it is essential to adhere to established testing processes in competency evaluation.
French teachers at AMM must be adept at selecting and creating assessment tools tailored to their specific teaching contexts It is crucial to design authentic tasks that reflect real-life reading experiences, enabling learners to engage with texts in a meaningful way.
Several assessment tools for reading comprehension (CE) exist, but our study identifies six key types of items suitable for CE evaluation tests in the context of French as a foreign language These include the adapted closure test, multiple-choice questions (MCQ), rearrangement items, matching items, true or false questions, and short open-ended questions (QROC) The first five are classified as objective tests, while the QROC falls under subjective assessment This work aims to explore these six item types to assist French teachers in designing effective written comprehension tests to evaluate their students' CE skills.
This study focuses on foreign language teaching, specifically analyzing the evaluative practices of written comprehension in French as a foreign language (FLE) at the Military Academy of Medicine It aims to identify methodological and pedagogical implications to enhance the quality of written comprehension assessment in FLE within our institution Throughout this research, we have strived to seek and discover the best answers to the research questions we posed.
We opted for a descriptive research method, utilizing complementary data collection techniques: a questionnaire survey and linguistic data analysis Specifically, two questionnaire surveys were conducted—one targeting students and the other focusing on French teachers at AMM Additionally, we performed a systematic quantitative and qualitative analysis of exam topics used to assess students' written comprehension in French as a Foreign Language (FLE) and reviewed their exam papers from recent years at AMM.
The analysis of exam topics used in the AMM and data from two surveys reveals that the evaluation process at the AMM has been inadequately implemented The assessment content focused primarily on lexical, grammatical, textual, and sociocultural knowledge, with limited emphasis on communicative skills Additionally, the exam questions, regardless of category, were not designed to assess reading comprehension and written expression as indicated by the exam titles; instead, they aimed to evaluate various types of knowledge and skills Consequently, there is no separate test for reading comprehension Most exam questions featured subjective correction, with only one exam including true/false questions The exam topics did not align with the objectives or the students' proficiency levels, failing to accurately assess their reading comprehension Furthermore, the variety of exam questions was insufficient, and the balance between objective and subjective questions was not appropriate, as reading comprehension tests typically rely heavily on subjective questions Lastly, there was no analysis or discussion of exam results following midterm or final exams.
The results indicate that both students and teachers did not adequately value communicative skills and linguistic or sociocultural knowledge, showing a lack of consensus on the importance of each competency Additionally, there is a disagreement regarding the perceived difficulty of each communicative skill.
The teaching and learning conditions for French, particularly in the context of CE, remain inadequate, hindering the development of students' CE skills.
The analysis of the results indicates a pressing need to enhance the quality of evaluative practices in French as a Foreign Language (FLE), particularly in the context of the CE at AMM To address this, we propose several recommendations focusing on various aspects of CE evaluation at AMM, including assessment aligned with pedagogical objectives or competencies, the selection of appropriate evaluation instruments, the development of these tools, and examples of CE exam topics.
The evaluation content should encompass all four communicative competencies rather than focusing on only a few, as is currently practiced at the AMM Additionally, it is important that the assessment does not place excessive emphasis on linguistic knowledge However, in the current context, evaluating linguistic knowledge is acceptable, particularly for beginner learners, with a gradual shift towards assessing only communicative skills.
Pour les sujets d’examen, pour bien évaluer la compétence de CE des étudiants, ils devront correspondent très bien aux objectifs de l’apprentissage et du programme d’études de la