The Issue of Assessing Prior Learning Achievements in Primary Education Between Implementation Mechanisms and the Effectiveness of Practice: A Study in Light of Ministerial Circulars and Educational Guide

Abstract

Abstract:

The assessment process is a fundamental aspect of the educational system, playing a pivotal role in shaping both student development and educational outcomes. In this regard, the Algerian education system has placed significant emphasis on reforming its assessment mechanisms to encompass a wide array of testing formats and formal examinations, spanning all educational levels from primary to secondary education. Notably, the primary education stage has undergone a substantial transformation in the way student achievements are evaluated, particularly with respect to their progression into middle school. A key element of this shift was the abolition of the Primary Education Certificate Examination (CEPE), a historically critical assessment milestone for students, and its replacement with an innovative form of evaluation centered around assessing prior learning achievements. This modification has sparked considerable debate within educational circles, especially among educators, due to the absence of clear guidelines for its implementation and the lack of defined operational mechanisms. Consequently, this uncertainty has led to heightened anxiety among students and their families, as the new assessment method now plays a crucial role in determining students’ competencies and readiness for middle school entry. This paper aims to critically examine this new form of assessment, assessing its effectiveness and exploring the practical implications of its application within the Algerian educational context.

Keywords: Assessment, Prior Learning Achievements, Activation Mechanisms, Practical Effectiveness.