Evaluate Differently In Ffl… What Limits?

Résumé: Abstract: Assessment has been the object of many studies in recent years. The interest in this notion has placed it at the very heart of the human and social sciences. However, in the language classroom, the didactician/teacher is always confronted with untenable situations and nagging questions inevitably linked to his professional action, which he must handle with a multitude of didactic situations that are, to say the least, unforeseen. Thus, in this article the challenge is, on the one hand, to highlight the main definitions of this essential notion that is assessment and, on the other hand, to put into perspective the limits of this notion as a didactic and pedagogical practice by questioning the different actors of the didactic action. Key words: Assessment, language didactics, innovation, intercultural pedagogy.

Publié dans la revue: مجلة السلام للعلوم الإنسانية و الاجتماعية