the problems that occurred during the evaluation and marking process of the final exams

Abstract

The marks that the student gets in his studies are very important in order to determine both his competence and ability to succeed and carry on his studies. These marks have to be acceptable according to the goals of the study which are considered to be fateful for different levels. In addition, the final marks are regarded to be the only criterion to succeed and join the next levels of education. This study is conducted in order to know the troubles and faults that may appear during the the exam correction of the intermediate education certificate. It is through knowing the way in which the marks are distributed in the first and the second evaluation of the correction process as well as finding out the differences between the two evaluations. The study has been applied on a sample of some students’ marks who passed the exam of the intermediate education certificate of Juin 2015. They are 348 student from M’sila. We have used the analytical descriptive method which helps to gather data and information in order reach an answer for the problem of the study.
The study has reached the following:
1- The way in which the marks are distributed in the first evaluation is different from the second one; especially, for the modules which contain essay questions. This is due to some teachers being tolerant when giving marks and not being strict with students at the level of language, style, handwriting, and organization while others are doing the opposite. Moreover, the absence of consultation between the correcting teachers. The limitation of marks in literary modules; being strict students at all norms of language while other teachers don not do so. Also, the number of the corrected papers which resulted in searching for the main ideas of the students; especially, in essay questions which lessen the importance of organization, the right use of language, and the sequence of ideas. The size of the students’ answers particularly essay questions which need concise answers, but the students give long ones since they consider it the right way to get the best mark. All these points contributed to the contrast in marks among teachers.
2-There are no inequalities of statistical significance at a degree 348-1=347.and at the significance level (0.05 ) for students marks in the following modules, physics, science of nature, and civil education between the evaluations. This is due to the tolerance of teachers when giving marks because of the importance of the certificate, consultation between teachers, agreement on unified criteria for the evaluation process and specialty in the module. This what most studies have mentioned.