Assessment, Evaluation and Remediation under the Competency-Based Curriculum

Rationale

Assessment is the operational weak point of Algeria's competency-based curriculum reform. The programmes de deuxième génération introduced the approche par compétences (APC) from 2016-2017, shifting from the pedagogy of objectives to a socioconstructivist model centred on integration situations and competency profiles. Yet teacher preparation for this assessment paradigm was documented as insufficient, with primary reading, writing and arithmetic fundamentals reportedly squeezed. The inspectorate (corps d'inspection) examines assessment records directly during classroom visits and evaluation cycles that condition titularisation and promotion under Decree 25-54. Law 08-04 article 44 establishes the common core of fundamental knowledge and essential competencies that assessment must measure, while article 78 mandates career-long continuing training that this course serves. The course addresses the full assessment cycle: diagnostic, formative, integration-situation design, criteria-based judgement, remediation, and the dossier evidence that the statut particulier evaluation regime requires. It also covers equitable assessment for pupils with specific needs under Law 08-04 article 14 and Law 02-09, and the alignment of classroom assessment with national examination logic.

Part I: Foundations (Lessons 1-4)

Lesson 1. What assessment means under the APC

This lesson establishes the conceptual shift from assessing recall of discrete objectives to evaluating the mobilisation of integrated competencies. Participants examine the distinction between a competence (a complex know-how that integrates knowledge, skills and attitudes in a meaningful context) and a simple objective (a narrowly defined behaviour). Through analysis of sample assessment items from the second-generation programmes, teachers identify which items measure recall and which measure competency mobilisation. The lesson introduces the three assessment functions recognised in the Algerian framework: diagnostic, formative and summative, with emphasis on how each serves the competency-development cycle. Participants leave able to classify their own existing assessment tasks as objective-based or competency-based and to articulate why the reform demands the latter. The lesson grounds this shift in Law 08-04 article 44, which mandates that fundamental education deliver a common core of fundamental knowledge and essential competencies, not merely factual recall.

Lesson 2. Diagnostic assessment at the start of a palier

This lesson focuses on the diagnostic assessment that opens each competency cycle (palier) in the second-generation curriculum. Participants learn to design brief, low-stakes tasks that reveal pupils' prior knowledge, skill gaps and readiness for the coming competency work. The lesson presents the Algerian model of the diagnostic as a tool for planning, not for grading: results inform the teacher's choice of entry point, pacing and differentiation. Teachers practise constructing diagnostic items for their own subject and level, using the official programme's competency profiles as the reference. The lesson addresses the practical constraint of large classes by demonstrating whole-class diagnostic techniques that yield usable data without excessive marking time. Participants can after this lesson design and administer a palier-opening diagnostic assessment, interpret the results to adjust their teaching plan, and record baseline evidence for the inspectorate. The diagnostic function is anchored in the programmes de deuxième génération assessment framework, which positions it as the first step in the evaluation-remédiation cycle.

Lesson 3. Formative assessment (évaluation formative) in daily teaching

This lesson positions formative assessment as the continuous feedback loop that drives competency development day by day. Participants examine the Algerian definition of évaluation formative: assessment integrated into teaching that provides information to both teacher and learner about progress toward the targeted competency. The lesson presents practical formative techniques suited to Algerian classroom conditions: oral questioning with wait time, exit tickets, peer feedback protocols, and observation grids for group work. Teachers analyse video excerpts of Algerian classrooms to identify formative moments and missed opportunities. The lesson emphasises that formative assessment is not a separate event but a teaching stance: the teacher adjusts instruction in real time based on evidence of learning. Participants leave able to embed at least three formative techniques into their weekly teaching routine and to explain to an inspector how those techniques support competency acquisition. The lesson draws on the MEN évaluation directives that define formative assessment as the core of the APC classroom.

Lesson 4. Designing an integration situation for assessment

This lesson addresses the signature assessment task of the competency-based curriculum: the situation d'intégration. Participants learn the structural components of an integration situation: a meaningful context (contexte signifiant), a complex task that requires mobilising multiple resources, and explicit success criteria. The lesson presents the Algerian typology of integration situations: those that integrate within a single subject and those that integrate across subjects (approche globale). Teachers work in subject groups to design an integration situation for an upcoming unit, using the official programme's competency profile as the specification. The lesson emphasises that the integration situation is not a test of recall but a demonstration of the pupil's ability to act competently in a novel but familiar context. Participants can after this lesson construct a valid integration situation with a clear context, task and criteria, and distinguish a genuine integration task from a disguised objective test. The design is anchored in the programmes de deuxième génération assessment design principles and the référentiel des programmes.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Criteria and indicators (critères et indicateurs)

This lesson tackles the most technically demanding aspect of competency assessment: making competency judgements consistent and defensible through explicit criteria and indicators. Participants learn the Algerian distinction between critères (the dimensions of the competency being judged) and indicateurs (the observable behaviours or productions that evidence each criterion). The lesson presents examples from the official référentiels and from inspectorate guidance, showing how criteria are derived from the competency profile. Teachers practise writing criteria and indicators for a sample integration situation, then calibrate their judgements against those of colleagues. The lesson addresses the common error of using vague or unobservable criteria that make assessment unreliable. Participants leave able to construct a criteria-indicator grid for any integration situation, use it to judge pupil work consistently, and defend their assessment decisions to an inspector. The lesson is anchored in the référentiel des programmes, which provides the official framework for competency-based criteria.

Lesson 6. Grading and reporting in the Algerian system

This lesson addresses the practical challenge of translating competency-based assessment into the marks and bulletins (bulletins scolaires) that the Algerian system requires. Participants examine the tension between the competency paradigm and the traditional numerical grading system, and learn strategies for aligning the two. The lesson presents the MEN reporting rules for each cycle, including the weighting of formative and summative assessment, the role of the integration situation mark, and the reporting of remediation outcomes. Teachers practise converting criteria-based judgements into numerical grades using transparent conversion scales, and discuss how to write bulletin comments that communicate competency development to parents. The lesson also covers the reporting of progress for pupils with specific needs under Law 08-04 article 14 and Law 02-09. Participants can after this lesson produce a bulletin that reflects competency-based assessment while complying with MEN reporting rules, and explain their grading rationale to parents and inspectors. The lesson is anchored in MEN reporting rules and the programmes de deuxième génération assessment framework.

Lesson 7. Remediation (remédiation) after assessment

This lesson positions remediation not as a punishment or repetition but as a targeted, time-limited intervention that addresses specific gaps revealed by assessment. Participants learn the Algerian remédiation cycle: diagnose the gap, design a focused activity, re-assess, and reintegrate the pupil into the regular progression. The lesson presents models of remediation activities that are efficient for large classes: small-group stations, peer tutoring, self-correcting materials, and short re-teaching sequences. Teachers analyse sample assessment results and design a remediation plan for a group of pupils, specifying the gap, the activity, the duration and the re-assessment method. The lesson emphasises that remediation must be timely and must not delay the whole class. Participants leave able to design and implement a remediation cycle that closes specific competency gaps within one to two weeks, and to document the cycle for the inspectorate. The lesson is anchored in MEN remédiation guidance and the programmes de deuxième génération evaluation-remédiation cycle.

Lesson 8. Assessment of reading and writing at primary level

This lesson addresses the documented national anxiety that the competency-based reform squeezed primary reading, writing and arithmetic fundamentals. Participants examine the specific assessment challenges of early literacy within the APC framework: how to assess decoding, comprehension and production as integrated competencies rather than isolated skills. The lesson presents assessment tools aligned with the primary reading and writing programmes: running records for decoding, comprehension questions at literal and inferential levels, and writing rubrics that assess both process and product. Teachers practise administering and interpreting a simple reading assessment and a writing task, then plan targeted instruction based on the results. The lesson emphasises that protecting the fundamentals means assessing them systematically within the competency frame, not abandoning the frame. Participants can after this lesson assess early reading and writing using competency-based tools, identify pupils at risk of falling behind, and design differentiated instruction that addresses both fundamentals and broader competencies. The lesson is anchored in Law 08-04 article 44 (fundamental knowledge) and the primary reading and writing programmes of the deuxième génération.

Lesson 9. Assessment of numeracy and problem-solving

This lesson mirrors the previous lesson for mathematics, addressing the assessment of numeracy and problem-solving within the competency-based curriculum. Participants learn to distinguish between assessing computational fluency (a necessary but insufficient component) and assessing mathematical problem-solving as a competency. The lesson presents assessment tasks from the second-generation mathematics programme that require pupils to model, reason and communicate mathematically, not merely compute. Teachers practise designing and scoring a problem-solving integration situation for their level, using criteria that value process as well as product. The lesson addresses the challenge of assessing problem-solving in large classes through observation grids and structured written tasks. Participants leave able to assess mathematical competency using tasks that require reasoning and communication, to score those tasks with explicit criteria, and to use the results to plan targeted numeracy support. The lesson is anchored in the programmes de deuxième génération mathematics programme and Law 08-04 article 44, which includes numeracy as a fundamental competency.

Lesson 10. Preparing pupils for national examinations

This lesson addresses the alignment between classroom assessment under the APC and the logic of the national examinations (examens de fin de cycle: BEM for moyen, BAC for secondary). Participants analyse past examination papers to identify the competency demands embedded in them, and learn to design classroom assessments that prepare pupils for those demands without narrowing the curriculum to test preparation. The lesson presents the structure of the national examinations, the types of integration situations used, and the marking criteria applied by examiners. Teachers practise mapping a unit's competency targets to the examination format, then design a classroom assessment that mirrors the examination logic while serving formative purposes. The lesson emphasises that good competency-based teaching is the best examination preparation. Participants can after this lesson analyse an examination paper for its competency demands, design classroom assessments that align with examination logic, and prepare pupils for the BEM or BAC without resorting to drill-and-practice alone. The lesson is anchored in the MEN examination framework and the programmes de deuxième génération.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Fairness, bias and pupils with specific needs in assessment

This lesson addresses the legal and pedagogical obligation to assess all pupils fairly, including those with disabilities and specific needs. Participants examine the provisions of Law 08-04 article 14 (special provisions for children with specific needs) and Law 02-09 (protection and promotion of persons with disabilities), which guarantee the right to education and require accessible assessment. The lesson presents practical accommodations that are feasible in Algerian schools: extended time, oral response options, simplified language in instructions, and alternative integration situations that assess the same competency through a different context. Teachers analyse sample assessment tasks and identify potential barriers for pupils with visual, hearing, motor or intellectual disabilities, then redesign the tasks to remove barriers while preserving the competency demand. The lesson emphasises that accommodation is not lowering standards but removing obstacles to demonstrating competency. Participants leave able to identify and remove common assessment barriers, design accessible integration situations, and document accommodations for the inspectorate. The lesson is anchored in Law 08-04 art. 14 and Law 02-09.

Lesson 12. Assessment records the inspector will examine

This lesson prepares participants for the inspection visit by clarifying what the corps d'inspection expects to see in a teacher's assessment records. Participants examine the evaluation criteria of Decree 25-54 and the inspectorate's guidance on evidence of competency-based assessment. The lesson presents a model assessment file containing: diagnostic results, formative assessment samples, integration situation tasks with criteria grids, pupil work samples with feedback, remediation plans and outcomes, and records of differentiation for pupils with specific needs. Teachers audit their own current assessment records against the model and identify gaps. The lesson emphasises that the inspector looks for coherence: assessment that matches the programme, criteria that are explicit and applied consistently, and evidence that assessment informs teaching. Participants can after this lesson organise a complete assessment file that demonstrates sound competency-based practice, and prepare for an inspection conversation about their assessment decisions. The lesson is anchored in Decree 25-54 evaluation regime and the inspectorate's professional practice standards.

Lesson 13. Using assessment data to plan teaching

This lesson closes the loop from assessment to instruction, teaching participants to use assessment results systematically to plan their teaching. Participants learn a simple data-analysis protocol: identify the competency, examine the distribution of pupil performance, diagnose the most common gaps, and plan targeted instruction for the whole class, groups and individuals. The lesson presents case studies from Algerian classrooms where teachers used assessment data to adjust pacing, re-teach a misunderstood concept, or provide enrichment for pupils who had already mastered the competency. Teachers practise applying the protocol to a set of sample assessment results from their own subject and level. The lesson emphasises that assessment without instructional response is wasted effort. Participants leave able to analyse assessment data from any source (diagnostic, formative, summative), identify the most urgent instructional adjustments, and document the assessment-to-instruction link for the inspectorate. The lesson is anchored in the MEN évaluation-remédiation cycle and the programmes de deuxième génération.

Lesson 14. Common assessment errors and how to avoid them

This lesson is a practical troubleshooting session that addresses the most frequent assessment errors documented in the reform-evaluation literature and observed by inspectors. Participants examine and correct common mistakes: over-testing recall instead of competency, using unclear or unobservable criteria, failing to design a genuine integration situation, assessing only the product and not the process, providing feedback that is too vague to guide improvement, and skipping remediation after summative assessment. The lesson presents each error with a concrete example from an Algerian classroom, then guides teachers to redesign the flawed assessment. Teachers work in pairs to audit a sample assessment task for each error type and produce a corrected version. The lesson emphasises that these errors are not failures but learning opportunities for the teacher. Participants leave able to identify each common error in their own or a colleague's assessment practice, correct it, and explain the correction in terms of the APC framework. The lesson is anchored in the reform-evaluation critique and the programmes de deuxième génération.

Lesson 15. An assessment dossier for titularisation and promotion

This final lesson consolidates the course into a practical product: an assessment dossier that serves the titularisation gateway for novice teachers and the promotion pathway for mid-career teachers. Participants learn the dossier requirements implied by Decree 25-54 (titularisation rules and evaluation regime) and Law 08-04 article 78 (continuing-training duty). The lesson presents a dossier template containing: a personal assessment philosophy statement aligned with the APC, samples of diagnostic, formative and summative assessments with criteria grids, evidence of remediation cycles, records of differentiation for pupils with specific needs, a reflective commentary on assessment practice, and a plan for continuing professional development in assessment. Teachers begin assembling their own dossier using work from the course, receiving peer and facilitator feedback. The lesson emphasises that the dossier is not a bureaucratic burden but a professional portfolio that demonstrates competency in assessment. Participants leave with a draft assessment dossier that they can complete and submit for titularisation or promotion, and a clear understanding of how assessment practice feeds career progression. The lesson is anchored in Decree 25-54 and Law 08-04 art. 78.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.