Assessment in the LMD System: Challenges and Expectations
International Journal of Secondary Education
Volume 6, Issue 1, March 2018, Pages: 8-15
Received: Dec. 19, 2017;
Accepted: Dec. 29, 2017;
Published: Jan. 31, 2018
Views 1159 Downloads 54
Aissa Hanifi, Department of English, Djillali Liabess University, Sidi Bel ABBES, Algeria
Follow on us
Although decision makers are still uncertain about the efficacy of the incorporation of the LMD (License-Master-Doctorate) system in the different Algerian universities’ institutions, it should be admitted that the applicability of such a new system in the university has become a current actual fact whether at the level of the training course syllabus or at the other sphere of the other administrative acts and planning. In fact it is under this scope that the present paper shed light on one important factor in the teaching –learning process which is evaluation and assessment in the LMD system from a purely student‘s perspective. The aim was to depict the students’ views and attitudes towards the whole process and criteria of evaluation being set and put for them under the new LMD system. It should be known that students are assessed and given grades throughout the semester (ongoing assessment) and at the end of each semester (final exam). The final grade is based on both grades using a weighting scale. A wide range of assessments methods are used including examinations, quizzes, homework, oral presentations and essays. The online interviews and questionnaires with the group of twenty one students from Chlef University raised our attention to one serious matter which is that of the fact that some students still ignore a lot on the scale and grid of evaluation of the current LMD system with regard to the different modules’ set credits for instance. Besides, some students admitted that their keen interest for grades worked negatively on developing their learning skills and knowledge development. However, the students showed their praise and satisfaction for the new way of evaluating the examinee’s performance which is based on the combination of the coursework assignments and sit-down exams.
LMD System, Assessment, Evaluation, Exams
To cite this article
Assessment in the LMD System: Challenges and Expectations, International Journal of Secondary Education.
Vol. 6, No. 1,
2018, pp. 8-15.
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Grant, P. W a (1993). Assessing Student Performance: Exploring the Purpose and the Limits of Testing, 1st ed., Jossey-bass publishers, Sanfrancisco.
Brown, H. D. (2007). Teachingby Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
Brown, S and Knight, P. Assessing Learners in Higher Education. (1994). In Brown, G, Bull, J & Pendlebury, M. Assessing student learning in higher Education. (1997). USA. Routledge.
Lynch, B. K. (1996). Language program evaluation. Cambridge: Cambridge University Press.
Davidson, E. J. (2005). Evaluation Methodology Basics. New park, CA: Sage Publications, Inc.
Pelligrino, Chudowsky, & Glaser. (2001). knowing what Students Know: The Science and Design of education assessment. Washington, D. C.: National.
Sawyer, D. B. a (2004). Fundamental Aspects of Interpreter Education. Philadelphia, PA: John Benjamins North America p. 106.
Foucault, M. Discipline and Punish (New York: Vintage Books, 1979), pp. 184-185. Translation Copyright Q 1977 by Alan Sheridan.
Dörnyei, Z (2007) Research Methods Applied Linguistics, Oxford University Press.