إشكالية الدسيومولوجيا و سيرورة تقويم الطالب في الجامعة الجزائرية

Abstract EN

The laws regulating the service of teaching provided by the University of Algeria focused on the Pedagogical aspect of organizing relations between the student and the teacher without taking into account the aspect of Didactics.

Therefore, teachers were left free to develop or modify the content of their training programs ignoring the contribution of the economic and social partner.

And, in order to find solutions to this problem, interviews were conducted with various senior departments at the level of the university recrotare, teachers as well as representatives of the students (See Annex: Guide to Interviews), in order to find formulas to evaluate all aspects of student learning with the participation of Stakeholders.

Rather than a single assessment of the teacher in order to identify strengths and weaknesses without finding ways to rectify.

And even contribute to the Assessment results To take effective educational decisions.

It should not be random and Depends on the science of 'Docimology', Where the latter were identified standards Evaluation Accurate and clear according of the student effort, Selecting the appropriate educational measurement tools for the target find feedback activation formulas, To reduce procedural problems related to the educational environment such as goal setting and standard settingas well as minimizing Self-problems which confront teachers while conducting the assessment process, They create prejudices perhaps the most important reasons are due to characteristics of the teacher as an evaluatorsome are lenient ,some of whom tend to centralism, some may also be affected by Halo Effect, or Pygmalion Effect.

Therefore, the study also seeks to publish Awareness among the university familyAnd to make them aware of the seriousness of prejudices how to influence them subconsciously in their relationship with students, and making their Assessmentis subjective