SADOUNI, KamelBriki, Imane Fatima ZohraDahoua, Sabah2025-07-072025-07-072025-06-19http://dspace.univ-temouchent.edu.dz/handle/123456789/6436This workaims to analyze the new assessmentmethodsimplemented by the educationauthority at the primarylevel, called ""Assessment of Prior Learning,"" and to measuretheir influence on the teaching and learning of readingcomprehension in French as a ForeignLanguage (FLE) for fifth-grade students. The aimis to assesswhether the adoption of this new paradigmcouldbebeneficial for the Algerian education system. To analyze these evaluation practices, we used two investigation methods. The first consists of a questionnaire addressed to elementary school French teachers . The second method is a comparative study of the pedagogical guides from the years 2022 and 2023, with a particular focus on the competency of reading comprehension. Subsequently, we analyzed the exam papers of 20 students who took the assessment of acquired skills in reading comprehension to measure students autonomy and t verify its compliance with the criteria associated with this competency.frAssessment of acquired knowledge, teaching/learning, reading comprehensionEvaluation des acquis, enseignement/apprentissage, compréhension de l’écritتقييم المعرفة المكتسبة، التدريس/التعلم، وفهم القراءةThesis