التقويم البيداغوجي اللغوي في التعليم قبل الجامعي و الجامعي

الملخص EN

Pedagogical evaluation is one of the main problems facing the two Algerian educational systems – university and school.

Hasn’t it been said that (the bug of any pedagogical organization lies in the means of its evaluation tools) It becomes abundantly clear that evaluation is more than significant in any pedagogical system; this gives the legitimacy of choosing the topic and the testing of its development, visualizations and mechanisms, as we cannot talk about the success or the failure of an educational system in the absence of a true understanding and practice of evaluation.

Moreover, the discussion on evaluation and it uses in learning or in the obser vation of learners’ main acquisitions by relying on their learning inside and outside the classroom raises the following questions: Can we consider that what is going on in our schools and universities as evaluation practices or not? If it is not the case, then how can we qualify it? And how can evaluation be a true one? Talking about pedagogical evaluation in our universities and preuniversity institutions means that we are dealing with two different pedagogical systems in terms of curricula and methodologies; therefore, can we say that we are dealing with two different types of pedagogical evaluations? Does each educational system have its own specific pedagogical evaluation or is it the same thing for all? If nowadays it is a question of a normative pedagogical evaluation in the educational system, can we then separate it from higher education (university)?