واقع ممارسة التقويم التكويني من وجهة نظر أساتذة التعليم الإبتدائي

Abstract EN

This study aims to uncover the reality of primary education teachers practice formative evaluation.

for that, we conducted a field study on a sample of 50 teachers.

to collect field data, we relied on questionnaire as a basic tool.

the results of this study showed that the majority of the respondents had a sound perception about the formative evaluation, but although that, their evaluation practice remained linked to their personal experiences, so that the ways of determining the status of learners in written and oral activities were reduced with a limited reinforcement by instrumental methods.

this study also revealed that the learning skills waited from supportive classes remained confined to the development of school knowledge with the lack of the development of self-learning and participatory learning skills, and that the information provided by their classroom interactions, attitudes and reactions towards learning situations remained outside the circle of interest of these teachers, also the investment of the results of the formative evaluation show us that teachers think highly of Individual work than participatory work, moreover the field of investing these results remained limited to the learner’s activity more than the teacher's activity, and also focused on classroom activity without extending it to the rest of the activities of school life.