2 résultat(s) recherche sur le tag 'Assessment'    

Assessment of reading comprehension under the competency-based approach to language teaching / Ouissam Tedjani 

Public ISBD Titre : Assessment of reading comprehension under the competency-based approach to language teaching : A case study of fourth-year pupils at rouissi belgacem middle school Type de document : texte imprimé Auteurs : Ouissam Tedjani, Auteur ; Karima Lakehal ayat, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 138 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science Studies  Assessment  Reading under the Competency-Based  Language Teaching Index. décimale : 420 Langue anglaise Résumé : This work aims at analyzing the assessment methods of reading comprehension mostly conducted in fourth-year classes of Algerian middle schools, then discussing and verifying their compatibility with the assessment criteria of the Competency-Based Approach to Language Teaching (CBALT) which is a new approach of teaching and competencies assessment. For this purpose, we have hypothesized that if reading comprehension assessment in English in the Algerian fourth-year middle school matches the CBALT assessment criteria, then it will probably show pupils' competencies. To test our hypothesis, a classroom observation at a middle school has been carried out in three out of six classes of Grade 4 pupils. The observed classes consisted of 29 pupils i.e. 87 pupils out of 174. The subjects of this study are 15 / 16 years old. The observation aims first at identifying and evaluating reading comprehension activities in the two sequences “Read and Consider” and “Reading and Writing”, in File Five: “Dreams, Dreams…” of the fourth-year middle school textbook, On the Move. The second aim was to know whether the assessment matches the norms under the Competency-Based Approach to Language Teaching. To this end, reading comprehension activities both in the classroom and in the final examination (BEM: Brevet d’Enseignement Moyen) were evaluated. The results came to validate and confirm our hypothesis in that the methods of assessing reading comprehension were incompatible with the CABLT assessment standards and do not assess efficiently pupils’ competencies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3552 Assessment of reading comprehension under the competency-based approach to language teaching : A case study of fourth-year pupils at rouissi belgacem middle school [texte imprimé] / Ouissam Tedjani, Auteur ; Karima Lakehal ayat, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2012 . - 138 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science Studies  Assessment  Reading under the Competency-Based  Language Teaching Index. décimale : 420 Langue anglaise Résumé : This work aims at analyzing the assessment methods of reading comprehension mostly conducted in fourth-year classes of Algerian middle schools, then discussing and verifying their compatibility with the assessment criteria of the Competency-Based Approach to Language Teaching (CBALT) which is a new approach of teaching and competencies assessment. For this purpose, we have hypothesized that if reading comprehension assessment in English in the Algerian fourth-year middle school matches the CBALT assessment criteria, then it will probably show pupils' competencies. To test our hypothesis, a classroom observation at a middle school has been carried out in three out of six classes of Grade 4 pupils. The observed classes consisted of 29 pupils i.e. 87 pupils out of 174. The subjects of this study are 15 / 16 years old. The observation aims first at identifying and evaluating reading comprehension activities in the two sequences “Read and Consider” and “Reading and Writing”, in File Five: “Dreams, Dreams…” of the fourth-year middle school textbook, On the Move. The second aim was to know whether the assessment matches the norms under the Competency-Based Approach to Language Teaching. To this end, reading comprehension activities both in the classroom and in the final examination (BEM: Brevet d’Enseignement Moyen) were evaluated. The results came to validate and confirm our hypothesis in that the methods of assessing reading comprehension were incompatible with the CABLT assessment standards and do not assess efficiently pupils’ competencies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3552

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Writingassessment methods based on feedback and their effect on students motivation for writing / Hala Boudemagh 

Public ISBD Titre : Writingassessment methods based on feedback and their effect on students motivation for writing Type de document : texte imprimé Auteurs : Hala Boudemagh, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 60 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Assessment  Methods Based  Students Motivation Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring how teachers of written expression in the department of English, University of Mentouri, evaluate students’ writing, which of the assessment methods they use and how it plays a positive role in improving students’ level of writing. In order to investigate this purpose, a hypothesis is put forward. It states that the evaluation of students’ writing according to assessment methods based on feedback would help students identify their weaknesses and motivate them for showing readiness for improving their writing. To check the validity of this hypothesis, a questionnaire composed of eighteen questions is administrated to teachers (a sample of 10 teachers) of written expression module at the department of English University Mentouri Constantine Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6727 Writingassessment methods based on feedback and their effect on students motivation for writing [texte imprimé] / Hala Boudemagh, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2012 . - 60 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Assessment  Methods Based  Students Motivation Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring how teachers of written expression in the department of English, University of Mentouri, evaluate students’ writing, which of the assessment methods they use and how it plays a positive role in improving students’ level of writing. In order to investigate this purpose, a hypothesis is put forward. It states that the evaluation of students’ writing according to assessment methods based on feedback would help students identify their weaknesses and motivate them for showing readiness for improving their writing. To check the validity of this hypothesis, a questionnaire composed of eighteen questions is administrated to teachers (a sample of 10 teachers) of written expression module at the department of English University Mentouri Constantine Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6727

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