This document discusses a continuous evaluation card used in an Aghbalou High School. It summarizes that according to a 2005 ministerial circular, continuous evaluation was traditionally done through oral and written quizzes, projects, and homework. However, the author argues this limits the evaluation of competencies and behavioral traits that are important objectives of competency-based teaching. Therefore, the card was updated to also evaluate students' participation and initiative, attendance and punctuality, discipline, notebook possession and maintenance, and textbook possession. The author believes evaluating these behavioral elements helps eliminate negative student phenomena and creates a more effective learning environment.

1. Continuous Evaluation Card
By: D.Messaoudi
Aghbalou High School
According to the ministerial circular No 2039, dated March 13, 2005, relating to the reform of the pedagogical evaluation system, the continuous evaluation is carried out as
follows:
- Oral & written quizzes
- Projects
- Homework
But after reading a lot of literature about competency-based teaching, I found out
that the purpose behind the use of this approach at school is not only to help
students to acquire knowledge, but also and especially to develop the student’s
different competencies, including the behavioural ones, which make of individuals
civilised citizens, respectful to their fellow citizens and their environment.
Therefore, we consider limiting the continuous evaluation to these three elements
(quizzes, projects, homework) as an unjustified dropping of some important
objectives of the competency-based teaching. For this reason, we decided to
create other columns in the continuous evaluation card in order to assess some
student’s specific behavioural traits such as participation & initiative, attendance &
punctuality, discipline, copybook possession & maintenance, textbook possession,
etc. Because we believe that unjustified frequent absences, disruption, neglecting
the copybook, etc., are some indicators about the student’s personality that school
aims at building. And according to our personal experience, the integration of
those elements in the continuous evaluation card contributes to the elimination of a
lot of negative phenomena among pupils, a thing which makes the task of teaching
and the process of learning more effective.
CEC n°1 – Academic Year: 2015-2016 – Term: 1 - Class: …
Number
Names
Oralquizzes
Writtenquizzes
Projects
Homework
Average
Attendance
Punctuality
Participation
Attentiveness
RespectofT’s
instructions&
recommendations
CBpossession&
maintenance
TBpossession
Total
Marks ... / ... ... / ... ... / ... ... / ... 02.../ 0.2 0.2 2 0.2 0.2 0.2 0.2 02
1
2
3
How to use the above CEC:
- For oral / written quizzes, projects and homework, the scoring scale can be 5/5, 10/10 or 20/20; i.e. according to the volume of the content being assessed.
- Concerning the second part of the card, the student has a total 20 points in his account. Then whenever he commits a violation in any of the six areas described in each column, he is
punished with -0.25 or -0.50 point. To record violations, the teacher can use the symbol [/].
As for the seventh area (participation), it will be assessed positively; i.e. by considering each point (indicated with the symbol [●]) as a try.
NB.1: Students must be aware of the areas they will be assessed in by the present CEC.
NB.2: The teacher will have to prepare beforehand a list of instructions & recommendations that the students will copy into the first page of their copybooks right at the beginning of the academic
year so as not to forget them later.