(A) Symétrie des performances des élèves à la compréhension orale et à l’expression écrite du Français au cycle d’observation: cas de la Classe de 6ème du Lycée Bilingue de Nkol-Eton.

Abstract

The assessment of learners is an essential activity during school education. It checks the level of skills development of learners at the beginning, during or at the end of their training. Our study was therefore interested in the normative evaluation but more correction and awarding marks in the discipline of French. Thus, student performance is judged on the basis of an evaluation, we wanted to verify the degree of equivalence between the assessments made in the two modes of linguistic expression and that, in the context of teaching-learning French. We conducted a comparative study to the observation sub-cycle. And more precisely in the 6th class, in order to observe whether the performance obtained in speaking and writing French by the 6th learners were the same. We found an asymmetry in student performance due mainly to the preference of students for speaking who have better grades. However, we realized that this difference in rating is due to the complexity of reading corrections oral feedback of scales in APC. Thus, relatively speaking modesty, we tried to offer a French assessment approach that we hope more simplistic.