الامتحانات المدرسية وتقييم المكتسبات - مقاربة إجرائية

Abstract

This study addressed the issue of reconciling school tests with the Learning Achievement Assessment Exam in light of the procedural approach in primary education. It adopted a descriptive, analytical, and comparative methodology based on four data collection tools: a questionnaire addressed to teachers, a questionnaire addressed to pupils, a semi-structured interview with inspectors, in addition to the analysis of samples of learners’ work papers. The study concluded that the procedural approach theoretically provides an adequate framework for achieving harmony between the two forms of assessment. However, field reality reveals a significant gap between theory and practice. The various research tools unanimously indicated that both assessments lack full procedural consistency, which negatively affects learners’ preparation and the effectiveness of assessment in supporting learning. In light of these findings, the study recommended strengthening continuous teacher training, unifying the standards for test construction, and improving assessment processing methods, while also opening new research perspectives in light of the expansion of the Learning Achievement Assessment Exam.