الإطار المرجعي للامتحان الموحد للسنة الثالثة إعدادي : مادة التاريخ نموذجا، دراسة تشخيصية تطويرية
This study aims to address the issue of the alignment of exam frameworks with competency based teaching in the third year of middle school, particularly in the subject of history. This is achieved by defining the reference framework, specifying its types and objectives, and then diagnosing its structure by examining the main content domains and test scenarios, accompanied by critical feedback aimed at improving the reference framework of the third year middle school exam to align it with competency-based and problem-based teaching. Finally, a proposed model for a history exam is presented, consisting of an essay topic that responds to critical feedback, accompanied by evaluation criteria including the reference grid for correcting the historical essay and the performance measurement grid for students in the context of use by the examiner. To address this issue, the following methodology was adopted: A theoretical framework serving the diagnostic developmental aspect. A qualitative analysis of the reference framework for the regional exam in the third year of middle school history. Providing critical feedback to improve the exam's reference framework. Proposing a certification exam consisting of an essay topic that responds to critical feedback and is based on competency based teaching. The study concludes that changing certification assessment methods through the development of exam reference frameworks is effective in evolving teaching methods and forms towards competency-based teaching. This allows teachers to plan and organize learning activities with a focus on assessment. (Published abstract)