Continuous evaluation under the competencies approach

Abstract

Continuous evaluation derives its basic concept from formative evaluation, which relies on basic concepts, to the effect that evaluation is not limited to the final judgment on the result of the student, but rather to a permanent review and correction of his academic path, by identifying weaknesses and remedying them, and strengthening and strengthening his strengths, as well as Evaluation is not a final process, but rather a continuous process from the beginning of the learning process to its end, as the evaluation process enables the diagnosis of gains, starting points, and incentives, and reveals learning obstacles, and works to overcome them, thus helping the largest possible number of students in order to achieve goals and master competencies. As it is a challenge for the learner and enables him to enter the educational process, so that it elevates the learner to a better level, and helps him build new knowledge, allowing the teacher to increase motivation and motivate learners to solve problems and reach the achievement of educational goals. On this basis, Algeria sought to reform the educational system and apply different educational strategies on timetables, activities and programs with the aim of reducing the deterioration of the educational yield and leaving the familiar academic educational climate and traditional methods to modern methods with contemporary educational and psychological trends. It also sought to make the learner active and participant in The educational process and opening the way for his ideas, initiatives and opinions in a positive and more effective way, and this is what made the ministry adopt a new approach known as the approach with competencies and get rid of the logic of traditional education in order to employ the student for the various information and experiences he acquired in and outside the school environment.