This document discusses evaluation in the context of Algeria's adoption of the LMD (license-master-doctorat) educational system. It notes some difficulties in reconciling different types of education and harmonizing between universities. The document considers what evaluation aims to achieve and how it can be conducted, such as through tests, quizzes, portfolios and language evaluations. It stresses defining objectives, updating assessment instruments, and training evaluators. Recommendations include rewriting curricula to focus on competencies, encouraging continuous evaluation and tutoring, and using portfolios to evaluate students and monitor the evaluation process. The document argues evaluation should be lifelong in the LMD system.

1. Evaluation in Capacity-
Building Strategy: The Next
Step in the LMD Philosophy
Dr. Naouel ABDELLATIF MAMI
Sétif 2 University
abdellatifnawel@yahoo.fr
www.univ-setif2.dz
ICERI 2013, Seville 18th – 20th November 2103

3. LMD system in Algeria (2004-2005)
Modular system based on semesters
Student-centred system
Accumulation of credits
Institutional Reality

4. Enhancement of sciences
In Algeria = organisation into domains, fields and
specialties

5. Difficulties met
 Reconciliation between general,
technological and vocational education
and training;
 Harmonization between universities at the
level of content, credits and control of
knowledge;
 Use of the LMD vocabulary, which is not
yet completely achieved

6. 1. What shall we do while evaluating?
To
estimate?
To
assess?
To
appraise?
To
calculate?
To
determine
?
To
enumerate?
To judge?

7. By what means to evaluate?
 Tests (Written and Oral)
 Quiz
 Continuous evaluation
 Portfolios, e-portfolios
 At the level of language
DELF – DALF – TCF, TOEFL, CER

8. Evaluation
The
Learner
The subject
taught
The linguistic exchange

9. Evaluation of linguistic competencies
•Management of information retrieval;
•Teaching and evaluation of TDs;
•Evaluation of oral capacities;
•Evaluation of capacities in written expression
•Evaluation of the learning process

10. Definition of objectives
•A list of content;
•A methodology of transfer of
knowledge;
•Control modalities for prior learning

11. We must highlight
•The level of satisfaction of objectives;
•The up-dating of tests;
•The consistency and reliability of assessment
instruments of knowledge and skills

12. Training and formation of the “evaluator”
teacher
 Emergent need
 A delay in setting up an evaluation system to
teachers
DUE TO
 Resistance to change
 Applying old evaluation methods
 No knowledge about multidisciplinary skills

13. The linguistic evaluation
 Changing the curricular approcah
 Looking at the validity and reliability techniques of
evaluation
 Lead the student to a self-evaluation process
 Evaluate the linguistic competences
 Evaluation by portfolios (e-portfolios)

14. Recommendations
•Re-write the curriculum to adapt it to the training and
evaluation requirements under a socio-economic context;
•Build a competence logic rather than focusing on the subject
taught;
•Encourage continuous evaluation and tutoring;
•Create student centred objectives using portfolios and e-
portfolios under the European Frame of Reference (EFR);
•Take ethical issues into consideration;
•Monitoring the students’ evaluative process;
Evaluation of long written productions like theses and
dissertations
•Evaluation des dissertations écrites en langues

15. Evaluation in the LMD System is
LIFELONG
It has been claimed and I agree:...
For the ECTS change the “E” of European with “E” for Education
or “Evaluation”
“Where there’s a will, there’s a way”: this is
what it takes to build a knowledge society