واقع التقويم التربوي بمرحلة التعليم الابتدائي من منظور تمثلات المعلمين للمفاهيم البيداغوجية "دراسة ميدانية على معلمي مدينة ورقلة"

Résumé: The current study aimed to reveal the level of teachers’ competencies in practicing educational evaluation and understanding its concepts, and the relationship between the representations, practices and differences between teachers’ practices in the educational evaluation, and their representations of the concepts of educational evaluation according to the variables of the scientific level, qualifying formation and professional seniority of the teacher. To achieve these goals, the researcher built a questionnaire to collect data, which contained (42) paragraphs that dealt with the three types of educational evaluation in the two dimensions of representations and practices. After verifying the validity and reliability of this tool, it was applied to a simple random sample of primary school teachers in the city of Ouargla consisting of (315) teachers, differing in terms of: academic level, qualifying training and professional seniority, relaying on the analysis of the results on the inferential, relational and analytical descriptive approach, using the methods of arithmetic mean and correlation coefficient Pearson and the "T-test" to indicate differences in examining and testing hypotheses, which concluded the following results: • The competencies of the study sample individuals in practicing and understanding the concepts of diagnostic and formative evaluation did not rise to the level of mastery. • The competencies of the study sample members in practicing and understanding the concepts of the achievement assessment and reached the level of mastery. • There is a statistically significant correlation relationship between the practices of the individuals of the study sample in the educational evaluation and their representations of the significance of its pedagogical concepts. • There are no statistically significant differences between the representations of the individuals of the study sample of the concepts of the educational evaluation according to the variables of the scientific level, the qualifying formation and the professional seniority of the teacher. • There are no statistically significant differences between the practices of the study sample members in the educational evaluation according to the variables of the scientific level and the qualifying composition of the teacher. • There are statistically significant differences between the practices of the study sample individuals in the educational evaluation according to the teacher’s professional seniority variable. On the basis of discussing these results in the light of the results of previous studies and the theoretical framework of the study problem and its background, the researcher concluded a set of proposals that he sees aiming at improving teachers ’competencies in the field of educational evaluation practice and understanding the significance of its pedagogical concepts.

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