الإختبارات اللغـوية في المنهج الدراسي الجـزائري : السـنة الرابـعة من التّعليم المتـوسّط عـينة، دراسة تقويمـية
This study aimed to shed light on the patterns of Arabic language test questions for the fourth year of intermediate education in the Algerian curriculum for the second generation, and evaluate them, to determine the extent to which they take into account the cognitive levels and individual differences between learners, and the extent to which teachers adhere to the criteria for building a good test contained in the new ministerial guide for the Ministry of Education. Therefore, it sought to answer the following question: To what extent do the Arabic language tests for the fourth year average conform to quality standards? To answer this problem, we adopted the descriptive approach with the help of analysis, statistics and the procedural tool. Among the most important results we reached: 1) Objective questions are more frequently used in exams, while essay questions are less used. 2) It did not embody all the competencies required in the course, but it embodied most of them. 3) The patterns of the quarterly tests questions for the fourth intermediate year focused on the lower mental processes and neglected the higher mental processes. (Author’s abstract)