Evaluation formatrice et précepte de dévolution
| dc.contributor.author | BENYAHIA, Tarik | |
| dc.date.accessioned | 2018-09-26T08:22:31Z | |
| dc.date.available | 2018-09-26T08:22:31Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | Formative assessment is at the heart of the debates on the didactics of languages and cultures and is called to manage learning in order to make the learner more autonomous in the appropriation of foreign languages and French in particular. An appropriation that must be manifested in his writings, however, the attraction to this strategy must be conceived according to the precepts of devolution, that is, the acquisition of the learner of the criteria of evaluation and even of Success of a written production. However, in order to meet this requirement, the training of the teacher is deprived of the knowledge necessary for the evaluation so to put it into actual practice is impossible. | en_US |
| dc.identifier.issn | 2335-1969 | |
| dc.identifier.uri | http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/5472 | |
| dc.language.iso | fr | en_US |
| dc.publisher | Université de M'sila | en_US |
| dc.subject | Formative assessment - devolution - written production - teaching - learning. ( التقییم التكویني – التعبیر ي الكتاب – التعلیم – .التعلم ) | en_US |
| dc.title | Evaluation formatrice et précepte de dévolution | en_US |
| dc.type | Article | en_US |