أساليب التقويم وفق المقاربة بالكفاءات و علاقتها بالتحصيل الدراسي من وجهة نظر المعلمين

الملخص EN

This study aims at presenting an integrated vision in both theory and practice as an attempt to identify the methods of evaluation adopted by teachers in the light of the competency approach and to try to uncover the relationship between these methods and the type of achievement of the fifth year of primary education from the point of view of the teachers.

The methods of orthodontic improvement in the process of academic achievement, as the theoretical aspect presents more deeply the heritage in the field of educational evaluation and the approach of competencies as well as academic achievement.

The theoretical side seeks to examine the exact subject of the study, which came in seven chapters, including an introductory chapter and four theoretical chapters dealing with the variables of the study and two chapters in the applied side.

The sample size of the study was 100 individuals.

The questionnaire was also adopted as a study tool.

Three axes to measure the extent of the use of assessment methods by the teachers of the fifth year of primary, and the second part contains two axes measuring the role of evaluation methods in the achievement of the academic cognitive and performance.

The results of this study have been proven to be correct in the first hypothesis related to the evaluation methods.

The evaluation methods are not different according to the competencies used by the teachers according to the study variables, namely: experience, scientific qualification, With some years of reform except the fifth year, the number of years of running the final sections by the teacher, the practice of teaching without the fifth year, where we found that there are no differences of statistical significance depending on these variables between teachers in their use of methods of evaluation according to the approach Competencies.

The second hypothesis was reached: The type of academic achievement that teachers focus on in the fifth year of primary education is not different according to the study variables.

The third hypothesis was also reached: There is no relationship between the evaluation methods according to the approach of the competencies used by the teachers and the achievement of the students in the fifth year of primary education.