Katchédé Etienne Iwikotan


Tests are part and parcel of the teaching and learning process. The objectives of the research are to explore the design of tests within the framework of the competency-based approach under implementation in the Beninese secondary education system and to describe the challenges teachers face in the process of designing competency-based tests. A focus group was organized with six EFL teachers from two secondary schools in the South of Benin in order to collect relevant data for the study. The findings show that the respondents test their learners to gauge their level of understanding of lessons and to find out if they are teaching well. In addition, the respondents indicated that all the tests they administer are criterion-referenced. Some of the criteria mentioned include recognizing details in a text, showing mastery of grammar, vocabulary and functions, rephrasing sentences, and expressing opinions. The respondents equally indicated that it is difficult for them to find adequate texts for their tests, to design appropriate contexts, and to frame the directions of the tasks. It is therefore recommended to continuously train teachers in the field of testing. Les évaluations font partie intégrante du processus d’enseignement-apprentissage. Cette étude vise à explorer comment les professeurs d’anglais conçoivent les évaluations dans le cadre de l’approche par compétences mise en œuvre dans l’enseignement secondaire au Bénin et de décrire les difficultés auxquelles les professeurs d’anglais sont confrontés dans le processus de conception des évaluations basées sur les compétences. Un entretien de groupe a été organisé avec six professeurs d’anglais de deux établissements d’enseignement secondaire au Sud du Bénin. Les résultats montrent que les participants évaluent leurs apprenants pour jauger le niveau de compréhension des cours par ces derniers et voir s’ils enseignent bien eux-mêmes. De plus, les participants ont indiqué que toutes les évaluations administrées sont critériées dans la mesure où elles sont fondées sur des critères comme la reconnaissance de détails dans un texte, la démonstration de la maîtrise de la grammaire, du vocabulaire et des fonctions, la reformulation des phrases et l’expression d’opinions. Les participants ont également signalé qu’ils éprouvent des difficultés à trouver des textes adéquats pour les évaluations, à concevoir des contextes appropriés et à formuler les consignes des tâches. Il est alors recommandé d’assurer la formation continue des professeurs sur l’évaluation.


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testing; EFL; secondary education; competency-based language teaching / évaluation ; ALE ; enseignement secondaire ; enseignement des langues basé sur les compétences

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DOI: http://dx.doi.org/10.46827/ejel.v6i6.3947


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