Analyse de Représentations des Enseignants/Apprenants de FLE sur le Système d ' évaluation par Contrôles Continus dans les écoles Secondaires Ougandaises
Abstract
This study deals with the problem of assessment in French, taught
and learned as a foreign language, in Uganda ' s secondary schools.
The study is hinged on the problem of producing students who
succeed with high marks in national exams at ' O level ' but who
cannot express themselves freely in written or spoken French. This
study associates the problem, among other things, with a limited
choice of oral examination items and with poor management of
continuous assessment tests (CATS). The study was conducted in 10
Ugandan schools in Kampala city. A sample of 25 teachers and
students was selected to participate in the study. The findings of the
study reveal that assessment in French seems to put a lot of
emphasis on grammar rather than on the students ' oral
communicative competence. In addition, this study highlights the
factors associated with assessing French CATS, the perceptions of
both students and teachers towards CATS as well as some strategies
to overcome this problem.
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