إشكالية التقويم في ظل التدريس بالمقاربة بالكفاءات لدى أساتذة مرحلة التعليم الابتدائي : دراسة ميدانية ببعض ابتدائيات ولاية ورقلة
This study attempts to address the educational issue of problem assessment with the context of the competency-based approach at primary education in some of the primary schools in the province of Ouargla. To achieve objectives and verify the hypotheses of this study, we relied on the analytical descriptive approach. We constructed a questionnaire in which the stages of evaluation and the procedures of each stage were adopted, as was confirmed by the characteristics of the psychometric (honesty, consistency). As for the sample of the basic study, it was randomly selected and numbered (406) male and female professors, distributed in four districts in the state of Ouargla. After collecting, tabulating and processing data using the statistical processing program SPSS, the study obtained the following results: 1) The teachers of primary education rely on the competency-based approach in evaluating students' achievements. 2) Teachers of primary education rely on the competency-based approach in the diagnostic evaluation of students' achievements. 3) Teachers of primary education rely on the competency-based approach in the formative evaluation of students' achievement. 4) Teachers of primary education depend on the competency-based approach in the evaluation of the achievement of students. 5) The process of implementing the evaluation of the pupils according to the competency-based approach by the teachers of primary education affected by: (training, number of students in the classroom, the period of time allocated to the evaluation). (Author’s abstract)