Titre : |
Investigating the Effect of Formative Assessment on Algerian Third Year Secondary School Pupils’ Text Comprehension |
Type de document : |
texte imprimé |
Auteurs : |
BOUMEDIENE, amina, Auteur ; HAMZAOUI-ELACHACHI, hafida, Auteur |
Editeur : |
Université tlemcen |
Année de publication : |
2018 |
Présentation : |
ill. |
Format : |
30 cm |
Accompagnement : |
cd |
Langues : |
Anglais (eng) |
Résumé : |
The role of formative assessment in improving students’ outcomes has been acknowledged in
many contexts; it is regarded among the best ways to develop students’ learning competences and
raise their level. Accordingly, the present work attempted to highlight its effects on Algerian
secondary school pupils’ text comprehension (third year foerign languages) on the basis of a
quasi experimental research design. The analysis of the different research instruments (pupils’
questionnaires, teachers’ interview, and tests) revealed that formative assessment has a focal role
in developing the Algerian pupils’ text comprehension through focusing on the major language
competences mainly the grammatical competence. On the basis of these research findings, some
recommendations were proposed for an effective use of formative assessment practices in the
Algerian classroom, in addition to other suggestions related to text comprehension. |
Investigating the Effect of Formative Assessment on Algerian Third Year Secondary School Pupils’ Text Comprehension [texte imprimé] / BOUMEDIENE, amina, Auteur ; HAMZAOUI-ELACHACHI, hafida, Auteur . - Université tlemcen, 2018 . - : ill. ; 30 cm + cd. Langues : Anglais ( eng)
Résumé : |
The role of formative assessment in improving students’ outcomes has been acknowledged in
many contexts; it is regarded among the best ways to develop students’ learning competences and
raise their level. Accordingly, the present work attempted to highlight its effects on Algerian
secondary school pupils’ text comprehension (third year foerign languages) on the basis of a
quasi experimental research design. The analysis of the different research instruments (pupils’
questionnaires, teachers’ interview, and tests) revealed that formative assessment has a focal role
in developing the Algerian pupils’ text comprehension through focusing on the major language
competences mainly the grammatical competence. On the basis of these research findings, some
recommendations were proposed for an effective use of formative assessment practices in the
Algerian classroom, in addition to other suggestions related to text comprehension. |
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