تحديات التقويم التربوي في الطور الثانوي : الوضعية الإدماجية نموذجا

Abstract EN

The objective approach was based on the foundations of behavioral theory, and perhaps this is what made the learner receive unconsciously and without innovation – a conditional reaction (stimulus / response) – and it is based on the degree of his memorization and recollection of knowledge, not on how to invest this information in new integrative situations.

As for the competency approach, evaluation is not concerned with the efficiency of memorization, as much as it is concerned with the efficiency of performance, by evaluating the ability to integrate resources and employ them in each situation, a new and significant problem for the learner, and such an activity that requires a solution to a problem that would develop mental skills The learner, because of his practice of higher thinking skills, because the situation is the test that goes beyond the school environment to the living environment of this learner, and therefore the teacher must accompany Learners who face difficulties in the integrative situation, by addressing their stumbles regularly and effectively, and most importantly that the teacher does not deviate from the basic function of evaluation, which is to modify the course of the educational and learning process, and does not make it a supervisory or administrative function…, because educational evaluation has become In light of the competency approach, it accompanies various learning stations, as it contributes to facilitating the learner’s task in acquiring various resources.

We aim, through our intervention, to identify the challenges that stand in the way of the learner’s success in the integrative situation in the secondary stage by extrapolating the proposed positions in the textbook for the second year of secondary education – Ethics and Philosophy Division -, while trying to suggest appropriate solutions.