FONDEMENTS THÉORIQUES
La compréhension écrite
Reading comprehension is defined as the activities aimed at constructing and grasping the meaning of a text through various means, including linguistic knowledge, extralinguistic knowledge, and information provided within the text (Cornaire, 1991) Goodman (1976) described comprehension as a "psycholinguistic guessing game," where the reader actively engages in identifying and interpreting each word and the sequences within the text Widdowson (1979) further defines written comprehension as "the process of identifying meaning through print."
D’après Vigner, G (1979: 15- 37), “ La compréhension est l’ensemble des activités de mise en relation des informations nouvelles avec des données acquises et stockées en mémoire à long terme”
Text comprehension is a complex process that often presents challenges for readers Understanding texts in a foreign language adds additional difficulties that need to be addressed.
D’après les modèles théoriques récents: “ la compréhension écrite des textes est envisagée comme un processus complexe de traitement de l’information présentée dans un texte ” ( Deschênes, 1988:15)
Reading comprehension relies on a holistic understanding that encompasses the foundational elements of language, including writing, morphology, syntax, and vocabulary, as well as the textual and intertextual dynamics, such as sentence organization and the purpose of texts.
This operation is an active engagement that requires readers to utilize their knowledge to encounter new information It necessitates that they become observant, extracting clues to grasp meaning, and it also demands the ability to connect disparate elements within the text.
The goal of reading comprehension is to gradually lead learners to understand the meaning of written texts and to read various types of material The primary aim of this skill is not immediate comprehension but the progressive learning of reading strategies Mastery of these strategies will ultimately encourage learners to read newspapers or pick up books in French Over time, learners will acquire methods that will enable them to adapt and progress in authentic reading comprehension situations.
Lire n’est non plus, d’après Circuel (1991: 14) une activité passive pendant laquelle le lecteur “reỗois” le texte Au contraire, lire demande au lecteur d’effectuer un va
Reading involves the interplay between textual information and prior knowledge Often, readers do not engage deeply with the text; instead, they may rearrange its content, skim for specific information, or attempt to memorize parts of it The approach to reading largely depends on the context in which the reading takes place.
According to Adam, Davister, and Denayer (1998:10), reading is a complex process that involves information processing It includes visual information intake, meaning construction from perceived data, memory storage, integration with prior knowledge, and cognitive and emotional responses to the constructed meaning Therefore, reading primarily involves extracting essential information from a text through foveal fixation while also perceiving additional data through peripheral fixation (Bolton, 1991:125).
In foreign language teaching, the ultimate goal of reading instruction is to develop reading competence, defined as the ability to locate information within a text, to interrogate written material for answers, and to understand and interpret documents independently (Moirand, S, 1981-22) This reading competence is built upon three foundational skills: linguistic competence, discursive competence, and referential competence.
1.2 Le lecteur, le texte et le contexte
The construction of a mental representation of a text arises from the interaction between the text, the reader, and the context, which are essential components of the reading comprehension model.
Figure 1: Interraction lecteur- texte- contexte
Le lecteur ne peut pas être considéré comme un simple récepteur passif de l’information véhiculée par le texte, il l’aborde avec un langage préalable fait de
Context encompasses knowledge, skills, and attitudes Indeed, every reader brings information about the world around them, shaped by their previous experiences and readings, which contributes to their understanding of the world and enhances their encyclopedic knowledge.
A reader does not approach a text as a "blank slate" but brings a wealth of prior knowledge, skills, and personal attitudes that shape their understanding Every reader, regardless of age, carries their own opinions, interests, and perspectives that influence the meaning they derive from the text.
According to Cornaire (1991:92), an effective reader is one who can spontaneously utilize their background knowledge and select relevant information that enhances and simplifies the processing of the text's content.
Text plays a crucial role in the process of comprehension Analyzing its components and characteristics can enhance a reader's understanding of written material A text is composed of various elements arranged differently than the components of a sentence, and these elements are becoming increasingly recognized in their significance.
According to Schmit, M.P and Viala, A (1982:20-21), a text encompasses five key aspects: the material aspect, which includes its length and format (whether in verse or prose, with or without a title) and serves as an initial indicator of its nature and purpose; the verbal aspect, which pertains to morphology and syntax; the semantic aspect, which focuses on generating meaning; the pragmatic aspect, which reflects the communicative act that produced the text and the relationship between the author and the reader within specific contexts and for particular purposes Ultimately, every text is a significant cultural artifact that reflects social and historical situations, with its meanings often conveyed through a symbolic dimension.
The context of reading encompasses various conditions that influence the experience, including psychological, social, and physical components The physical dimension is the most apparent, relating to the material conditions of the interaction between the text and the reader In contrast, the psychological dimension pertains to the reader's temporary emotional characteristics, which are influenced by their intentions and play a crucial role in determining the type of reading and the preferred strategies Thus, context involves all elements of the reading situation.
(Adam, 1998:13) comme l’intention et le mode de lecture, car il est évident qu’un même texte dans des circonstances différentes donne lieu à des lectures différentes
L’évaluation de la compréhension écrite
Assessment is a crucial aspect of language teaching It is not merely an endpoint marked by grades on a report card; rather, it should be an integral part of the entire teaching process Effective evaluation provides accurate and reliable information regarding students' learning progress and their mastery of the objectives outlined in the curriculum.
To understand evaluation, it is essential to grasp its definition, which derives from the verb "évaluer," encompassing meanings such as appreciate, count, observe, estimate, judge, measure, note, validate, and compare Different researchers have provided various definitions of evaluation over time According to the 1988 Dictionary of Didactics of French as a Foreign Language, evaluation is viewed as a process comprising four distinct stages.
The intention is the stage where we define the objectives and methods of evaluation This includes selecting the measurement criteria, the tasks to be assigned to learners, and determining the timing of the evaluation process.
- La mesure: c’est l’étape de receuil des données, puis de leur organisation et de leur analyse
- Le jugement: c’est la phase d’appréciation des données en fonction des buts et des objectifs de l’évaluation
The decision-making phase in education serves multiple objectives and is integral to the learner's journey Evaluation is recognized as a continuous process within the teaching cycle, emphasizing the importance of observing students during classroom activities Utilizing observation grids as measurement tools is a privileged method for gathering insights into each student's skills and attitudes (Lusier, 1991: 78) The primary focus of evaluation may be to motivate learners or highlight certain valued aspects of the training (Scallon, 2000: 21) Evaluating means accurately measuring predetermined objectives In the socio-linguistic context, evaluation shifts from assessing linguistic competencies to prioritizing communication skills It involves predicting a student's suitability for specific training, monitoring their progress over time, and diagnosing challenges faced in particular subjects (Nguyen Quang Thuan, 2007: 9).
Assessment serves as a powerful motivator for students to engage with and review the material taught In any educational process, this component is intrinsically connected to other elements, including standards, objectives, textbooks, teaching methods, and the organization of teaching-learning activities.
On peut présenter ce qui est impliqué dans l’acte d’évaluer dans le tableau ci- dessus:
( Source: Bolton S.,1997) Évaluer Qui? Le professeur évalue mais l’élève aussi
Quoi? Les résultats et la manière d’atteindre les résultats
Quand? Avant, pendant, après un programme de formation
Pour qui? L’élève tout d’abord et aussi le professeur
Faire varier les formes d’évaluation: exercices, devoirs, tests, travaux de groupes, situations de résolution de problèmes À l’aide de grilles critériées
In summary, evaluation is a complex process that includes a phase of observation and analysis, a mental judgment operation, and the expression of that judgment in quantitative, qualitative, or non-verbal forms.
Based on the previous definitions, various classifications or typologies of educational assessment can be easily proposed We will adhere to the classical terminology, which is grounded in both the type of decision to be made and the timing of the assessment.
C’est “ l’évaluation ayant pour but de sanctionner (positivement ou négativement), une activité d’apprentissage, afin de comptabiliser ce résultat en vue d’un classement ou d’une sélection ” ( Raynal et Rieunier, 2005: 133)
Summative assessment involves teachers assigning grades and averages to certify a learner's competency in specific subjects or skills This type of evaluation allows for continuous monitoring, such as through mixed assessment systems, to validate competencies and award diplomas.
- a pour objectif principal la sanction d’un travail inscrit dans une progression voulue
- revêt le caractère d’un bilan (ex: bilan d’acquisition au terme d’un trimestre d’une année)
- intervient après un ensemble de tâches d’apprentissage qui constituent un tout
- permet la communication avec d’autres ( parents, institutions )
- permet de prendre une décision (ex: passer dans une classe supérieure, examens pouvant aboutir à un classement, un diplôme )
- les résultats sont caractérisés par une somme de notes et on établit des moyennes?
Assessment is designed to inform both the learner and the educator about the extent to which educational objectives have been achieved According to Raynal and Rieunier (2005: 134), this type of evaluation should never result in a score out of 20 or any form of punishment.
This assessment aims to enhance learning by focusing on ongoing regulation during the educational process It enables learners to recognize their challenges, mistakes, uncertainties, progress, and achievements.
Formative assessment is a powerful ally in fostering autonomy, as it encourages self-awareness and analysis of one's actions (Raynal and Rieunier, 2005) Additionally, it provides teachers with feedback on their teaching methods, enabling them to adjust their instructional strategies By offering continuous information for correcting behaviors, formative assessment helps restore confidence and interest in the educational relationship This approach compels educators to adopt supportive and facilitative practices while alleviating the stress associated with poor grades.
It is an approach focused on providing immediate pedagogical support to students Its purpose is to inform both the student and the teacher about the level of achievement of each learning objective and the overall learning process This approach is implemented before the start of learning activities, during the learning process, and at the conclusion of one or more teaching units of varying lengths.
Diagnostic evaluation can occur either before learners begin a study program, course, or learning sequence, or during the course of that program It serves a preventive function when conducted at the start of a training period, as it helps identify characteristics that may affect the quality of future learning, such as interest, motivation, and experience (Bolton S., 1991:20) The insights gained from this evaluation will guide decisions on appropriate learning paces and teaching methods tailored to suit the needs of individual learners.
Diagnostic assessment, conducted during the learning process and following prognostic evaluation, plays a crucial role throughout the training course It aims to analyze an individual's status at a specific moment, enabling educators to make informed judgments about their condition and identify strategies for improvement.
According to Carrol (1968: 46), a test in psychology or education is a method designed to elicit specific behaviors, from which inferences can be made about certain characteristics of an individual.
De cette dộfinition, on peut dộduire que le test est un instrument de mesure conỗu pour susciter un échantillon du comportement d’un individu
Synthèse
1 Dans l’enseignement d’une langue étrangère, le but final de la C.E c’est l’enseignement de la compétence de lecture Pour étudier un texte, il est nécessaire de déterminer le type auquel il appartient
2 Les stratégies de lecture sont considérées comme des techniques de lecture ou des outils très efficaces afin de faciliter du sens du texte Il existe différentes stratégies de lecture selon les types textes et les intentions de lecture Le problème posé est de bien choisir telle ou telle stratégie ou de coordonner plusieurs ou l’une après l’autre en vue d’obtenir la plus grande efficacité
3 L’évaluation est une préoccupation majeure de la didactique des langues Elle est reconnue comme un processus continu du cycle de l’enseignement Elle est un moyen pour motiver les élèves à étudier et à revoir la matière enseignée
4 Parmis les différents types d’évaluation (évaluation sommative, formative, diagnostique), nous constatons que l’évaluation formative convient la mieux aux élèves primaires Car elle encourage les jeunes élèves et elle élimine le stress de l’échec Elle permet aux jeunes apprenants de prendre conscience de leurs difficultés, de leurs erreurs et de leurs progrès
5 Il existe différents types de tests dans une épreuve de la C.E Les enseignants primaires doivent connaitre les avantages et les inconvénients de chaque type de tests pour mieux les utiliser Il est préférable d’utiliser plusieurs types de questions successives dans une épreuve d’évaluation de la C.E pour les élèves de 5è classe
6 Dans la pratique d’évaluation actuelle, on a tendance à utiliser les tests à correction objective dans l’évaluation des langues étrangères car ils garantissent la simplicité, la fidélité et la rapidité de la correction.
ÉTUDE DE TERRAIN
Présentation de la collecte des données
Dans le cadre de notre recherche, nous avons envoyé notre fiche d’enquête à tous les enseignants de franỗais et à tous les ộlốves de 5 e annộe des classes bilingues à Hanoi (
29 enseignants et 219 élèves dans 7 écoles primaires à Hanoi (dont l’école Doan Thi Diem: 2 classes : 54 élèves, Nam Thanh Cong: 2 classes: 52 élèves, Nghia Tan: 1 classe:
27 élvèves, Dien Bien: 1 classe: 24 élèves, Nguyen Tri Phuong: 1 classe: 26 élèves, Binh Minh: 1 classe: 25 élèves, Phuong Nam: 1 classe: 21 élèves)
Nous avons choisi la technique d’enquête par questionnaire car elle nous semble être la mieux adaptée, tant par ses avantages scientifiques que par sa faisabilité
Ces 25 questions de notre fiche d’enquête se font en vietnamien pour faciliter la compréhension des interrogés 15 questions pour les enseignants et 10 questions pour les élèves sont élaborées et présentées sous forme de Q.C.M (Voir l’annexe 1) ce qui nous permet de comparer les résultats plus facilement
Les 15 questions pour les enseignants sont centrées sur 3 grands thèmes : les moments et les connaissances des enseignants sur l’évaluation de la C.E, les difficultés pour l’élaboration du test et la notation du test de la C.E Les 10 questions pour les élèves portent sur le moment de l’évaluation, et les difficultés rencontrées dans un test de la C.E
1.2 Les tests de la C.E de la 5 e année:
We requested participating teachers to submit written comprehension tests they had created and used for 5th grade Our data collection includes five written comprehension assessment tests.
- Un test de 15 minutes de l’année scolaire 2006-2007
- Un test de mi-semestre de l’année scolaire 2009 et 2010
- Un test de fin du premier semestre de l’année scolaire 2008-2009
- Deux tests de fin de l’année scolaire 2008-2009 et 2009-2010
End-of-semester and end-of-year tests for bilingual primary classes in Vietnam have been developed by teaching assistants of the bilingual program Additionally, other assessments, such as 15-minute tests and mid-semester evaluations, have been created by the teachers.
La présentation de ces tests donnera une vue générale de l’état actuel de l’évaluation de la compréhension écrite des classes de 5 e année.
Analyse des données
2.1 Analyse des données de l’enquête
Nous avons envoyộ le questionnaire de l’enquờte à 29 enseignants de franỗais qui travaillent dans les classes bilingues des ộcoles primaires à Hanoi, et nous avons reỗu 25 réponses, soit 86,20% des fiches envoyées
All respondents in the survey were female teachers, showcasing a strong representation of women in the profession Their teaching and evaluation experience is notably extensive, with 72% having taught for over 10 years, 20% for more than 15 years, and only 8% with less than 5 years of experience Additionally, all surveyed teachers hold degrees from the National University of Foreign Languages, with 84% possessing a bachelor's degree plus four years of study and 16% holding a bachelor's degree plus six years.
Many primary school teachers in Vietnam, despite their high level of training, face challenges in teaching and assessing young children in French Although they were trained to teach French as a foreign language at the high school level, they find themselves teaching at the primary level, where they lack essential knowledge of child psychology.
2.1.1.1 Sur les moments et les connaissances de l’évaluation de la C.E
1 Vous faites un test d’évaluation de la C.E selon: (une ou plusieurs solutions) a La répartition du programme b Les objectifs c Le calendrier de l’école d À votre gré
2 Quelle compétence appliquez- vous la plus dans un semestre? a La compréhension écrite b La compréhension orale c L’expression orale d L’expression écrite e L’égalité de quatre compétences
3 D’après vous, quel contenu teste- on dans un test de la C.E ? une ou plusieurs solutions) a Connaissances linguistiques b Connaissances socio-culturelles c Capacité de comprendre le texte d Capacité de répondre aux questions
4 D’après vous, que font les élèves dans un test d’évaluation de la compréhension écrite? ( une ou plusieurs solutions) a Saisir la structure du texte
1 4% b Comprendre le contenu global du texte c Comprendre le contenu détaillé du texte
5 Quels types de questions utilisez –vous dans un test de la C.E? a Les questions à correction objective b Les questions à correction subjective c Les deux types
According to the findings, 68% of teachers believe that assessments are aligned with the curriculum and school schedule, addressing the needs of education at specific times, while 16% conduct assessments at their discretion This indicates a significant degree of "freedom" for teachers in the evaluation process, fostering personal creativity in their teaching methods.
Bilingual program teachers focus on developing four essential communication skills in students: listening comprehension, oral expression, reading comprehension, and written expression Notably, 68% of these educators prioritize equal attention to all four competencies, ensuring a well-rounded approach to language learning.
The role of Communicative Expression (C.E) is crucial in the teaching and learning process, yet it is considered the most challenging skill Only 12% of teachers report frequently practicing C.E, compared to 8% for Expressive Expression (E.E) and Expressive Output (E.O), and just 4% for Communicative Output (C.O).
Regarding the objective of a C.E test that learners should achieve, 64% of the surveyed teachers emphasize the importance of "understanding the detailed content of the text," while 60% insist on the need to "comprehend the overall content of the text." Additionally, only 4% believe it is essential to "grasp the structure of the text."
A significant majority of respondents, 86%, prioritized the ability to comprehend text, while 76% emphasized the importance of answering questions In contrast, a smaller percentage believed it was essential to assess learners' linguistic knowledge (48%) and sociolinguistic knowledge (24%).
Question 5 inquires about the types of questions used in assessments for bilingual primary classes The respondents believe that both objective and subjective questions should be utilized Specifically, 76% favored "both types," while 20% preferred "objective questions" and only 1% opted for "subjective questions."
2.1.1.2 Sur l’élaboration du test de la C.E
6 Quelle est votre plus grande préoccupation lorsque vous élaborez un test d’évaluation de la C.E? a Pourquoi évaluer? b Quoi évaluer? c Comment évaluer?
24% 52% 24% élaborez un test d’évaluation de la C.E? (une ou plusieurs solutions) a Facile à trouver? b Facile à comprendre? c Facile à élaborer des questions? d Convenable aux objectifs?
8 Quelle difficulté rencontrez- vous lorsque vous élaborez les questions à correction objective pour un test de la C.E ? (une ou plusieurs solutions) a Élaborer la consigne b Élaborer les questions et les réponses suggérées c Présenter les questions et les réponses d Élaborer la grille de correction et le barème
9 Quel est le critère le plus important lorsque vous élaborez les questions à correction objective pour un test de la C.E? a Présentation des questions b Degré de difficulté des questions c Possibilité d’évaluer exactement le niveau des apprenants des questions d Possibilité de classer les apprenants
10 Quels types de questions élaborez- vous dans un test de la C.E?
( une ou plusieurs solutions) a Questions de types d’appariement b Questions à 3 choix: Vrai /Faux / Pas mentionné c Questions à plusieurs réponses d Questions de types réarrangement e Autres:
11 Quelles difficultés rencontrez – vous lorsque vous élaborez les questions à correction subjective pour un test de la C.E ? (une ou plusieurs solutions) a Élaborer les consignes b Présenter les questions c Deviner les réponses des apprenants d Élaborer la grille de correction et le barème
12 Quelles sont vos difficultés lorsque vous élaborez un test de la
C.E? ( une ou plusieurs solutions) a Trouver les textes convenables b Choisir les textes c Élaborer les questions d Élaborer la grille de correction et le barème e Aucune difficulté
13 Quel est votre critère lorsque vous élaborez le barème d’un test d’évaluation de la CE? ( une ou plusieurs solutions) a Facile à totaliser b Compréhension détaillée c Compréhension globale
Les résultats de l’enquête montrent que les enseignants s’intéressent plus au “quoi évaluer ” (52%) qu’au “ comment évaluer ” et “ pourquoi évaluer ” (24%)
The Ici et Ailleurs method is unsuitable for fifth-grade students, leading to significant challenges for teachers in test preparation A considerable number of educators report difficulties in sourcing documents (44%), selecting appropriate materials (84%), formulating questions (4%), and developing grading rubrics and correction grids (4%).
Les difficultés rencontrées par les enseignants dans l’élaboration d’un test de la C.E
Teachers face challenges at every stage of question development, with 60% struggling to anticipate students' responses, 44% finding it difficult to formulate instructions, 28% having trouble presenting questions, and only 4% managing to create a grading rubric and scoring system effectively.
Teachers face challenges in creating objective questions, as crafting these questions requires careful wording to ensure a unique answer The advantage of objective tests lies in their easy, quick, and consistent grading However, difficulties arise during various stages, with 44% of teachers struggling with question and suggested answer formulation, 24% with crafting instructions, and 48% with presenting questions and answers In the case of subjective assessments, teachers encounter significant challenges at the instruction development stage (44%) and in predicting students' responses (60%) Notably, they find the creation of grading rubrics and criteria to be relatively straightforward, with only 4% reporting difficulties.
Selon les personnes interrogées, le critère le plus important en élaborant des questions est que l’on peut évaluer exactement le niveau des apprenants des questions (
52%), 36% ont choisi le degré de difficuté des questions, la possibilité de classer les apprenants ( 8 %), la présentation des questions ( 4%)
Quant aux critères d’élaboration du barème d’un test d’évaluation de la C.E, 88 % des enseignants primaires ont choisi la facilité à faire des totaux, la compréhension détaillée (20%), la compréhension globale (8%)
2.1.1.3 Sur la notation du test de la C.E
PROPOSITIONS ET INTERVENTIONS PÉDAGOGIQUES
Propositions pédagogiques
The survey results for fifth-grade students indicate that they struggle with understanding written documents They lack effective strategies for reading texts Additionally, we found that in a C.E test for these students, their comprehension skills were notably challenged.
5 e année, les apprenants ont des difficultés quant aux questions concernants le sens du texte Pour résoudre ce problème, les élèves doivent:
- Identifier le thème du texte ( le sujet abordé )
- Expliquer un sentiment ou un comportement d’un personnage
- Relever une idée ou l’expliquer
- Justifier l’emploi d’un temps ou d’un mot
When asked to identify specific words from a text, students should first locate the requested words within the document They must then rewrite the question in an affirmative form and list the requested words, placing them in quotation marks If the excerpt is lengthy, only the beginning and the end should be quoted, separated by ellipses.
When asked to explain an idea, students should first restate the question in an affirmative form, then present the cause or origin using their own words, and finally illustrate their explanation with terms taken from the text.
When asked to justify the use of a specific tense or word, students should begin by crafting an introductory sentence that presents their answer, followed by a clear and detailed explanation.
En résumé, pour réussir un test de la C.E, les élèves doivent:
- Parcourir le texte pour en saisir l’essentiel
- Lire attentivement le texte pour y répérer une information spécifique
- Lire pour pouvoir exécuter des consignes
- Identifier les référents des pronoms
- Utiliser le contexte pour trouver le sens des mots nouveaux
- Comprendre les liens entre différentes parties du texte en reconnaissant les marqueurs du discours spécifiquement pour l’introduction, le développement, la transition et la conclusion des idées
1.2 Pour les enseignants Élaborer les questions d’un test d’évaluation de la C.E n’est pas toujours facile
When developing and utilizing assessments for foreign language learners, it is essential to consider several factors, including the learning objectives, evaluation goals, the age of the students, and their proficiency levels Crafting effective tests remains a significant concern for educators.
Les enseignants primaires doivent mettre l’accent sur les thèmes de communications et les capacités demandés aux élèves de 5 e année (voir dans le
Référentiel du programme bilingue de l’année scolaire 2010- 2011)
Les capacités demandées aux élèves de 5 e année pour la compréhension écrite :
- Comprendre en détail un texte de 150- 180 mots
- Comprendre les consignes, les questions du test
- Distinguer les différents types de documents: lettre, lettre électronique, carte postale, affiche, bande dessiné, slogan publicitaire, histoire, documents officiels
- Déterminer le contenu principal du texte
- Trouver et choisir les informations nécessaires du document
- Deviner le sens des mots et des nouvelles expressions en se basant sur le contenu du texte
En se basant sur les thèmes de communication qui sont enseignés en classe selon le programme “scolaire”, dans l’évaluation, les enseignants peuvent évaluer les textes sur différents thèmes:
When writing tests, several key elements must be considered: the test objectives, appropriate materials that align with these objectives, suitable types of tests, the creation of an evaluation grid, and a scoring rubric.
Définition des objectifs du test:
Evaluation is only effective when it has clearly defined objectives The primary goal of evaluation is to determine whether learners have achieved the intended objectives, meaning that what is assessed should align with what is taught Additionally, it is crucial to consider factors such as the learner's age, maturity, and level, as these elements significantly influence the choice of materials that meet the defined goals and the complexity of the questions posed.
In evaluating reading comprehension, the primary goal of the test is often to assess the understanding of the conveyed message However, a test may also focus more on the reading process itself, examining the strategies employed by the reader to comprehend or extract meaning from the text, rather than solely on the actual understanding of the content.
Sélection des types de tests appropriés
In a C.E exam, various types of tests are utilized, including multiple-choice questions (MCQs), double-entry tables, true/false questions, matching tests, rearrangement tests, and short open-ended questions.
The variation of assessment tools is essential, as each audience and type of skills or knowledge requires appropriate instruments, each with its own limitations French teachers in bilingual primary classes must understand the advantages and disadvantages of these tools to utilize them effectively.
We introduce variations in question types, offering easy questions for beginner-level students and more challenging ones for advanced learners, all based on the same text For instance, this approach can be applied to fifth-grade students.
3 Demander des renseignements d’ordre général
4 Demander aux élèves de citer un passage
5 S’appuyer sur les connaissances préalables
When selecting an assessment tool, primary teachers must always consider its suitability for the evaluation's objective To ensure validity in assessments, it is crucial to incorporate various types of questions in written comprehension tests for fifth-grade students Additionally, for the tests to be effective, they should be used appropriately, taking into account the different audiences and evaluation goals.
The survey results indicate that teachers face challenges in crafting instructions, which is a crucial element of assessments Additionally, the formulation of these instructions must meet several criteria, ensuring that they are clearly communicated to students to guide them on how to respond appropriately.
When creating assessments, teachers should provide clear instructions tailored to the question format For multiple-choice questions, indicate to "circle the letter of the correct answer." For true/false questions, instruct students to "mark 'True' if the statement is correct and 'False' if it is not." For matching questions, guide them to "connect the items from columns A and B to find the correct pairs." It is essential that learners can easily identify the task at hand by reading the provided instructions.
According to the results, all surveyed teachers face challenges during the test development stage, particularly in crafting questions We offer some general tips for writing multiple-choice items and ensuring objective grading.
Présentation des tests pour la C.E
The development and enhancement of standardized tests is a continuous concern for educators and evaluators A survey conducted among teachers in Hanoi revealed that some face challenges in creating these assessments This section will present three objective tests designed for fifth-grade students in a bilingual program as examples.
2.1 Présentation d’un test de 15 minutes:
Lisez le texte et répondez aux questions
Le loup gris ll était une fois,un loup gris trop gourmand qui ne se lavait jamais les dents
A chaque fois qu’il rencontre un enfant, il lui dit: “donne –moi vite un bonbon ou sinon je vais te manger tou cru”
The village children are well-acquainted with the greedy gray wolf, so they always keep candies in their pockets Whenever they encounter him, they generously offer him sweets.
However, since he never brushes his teeth for a long time, his teeth are severely decayed and starting to fall out, making it impossible for him to eat either candy or raw children!
In the village, upon hearing the news, the residents decide to help the overly greedy gray wolf, who means no harm, by offering him soup whenever they encounter him This way, he can eat without the need for teeth.
Since that day, all the children in the village wander through the forest carrying a bowl of soup for the greedy gray wolf who never brushes his teeth.
1 Entourez la lettre devant la bonne réponse: /5p a Où se passe cette histoire?
A Dans un village B Dans une ville
C Dans une école D Dans une forêt b De quel animal parle cette histoire?
A C’est un loup blanc B C’est un loup noir
C C’est un loup gris D C’est un loup jaune c L’aliment que le loup préfère manger, c’est:
A De la soupe B Des croissants
C Des bonbons D De la viande d Les enfants du village donnent souvent cet aliment au loup, parce qu’:
A ils ont peur B ils l’aiment beaucoup
C ils le détestent D le loupe préfère le manger e Enfin, on décide de donner au loup de la soupe car :
A il est malade B ses dents tombent
C il n’aime plus les bonbons C Il l’aime manger
2 Mettez une croix dans la case Vrai lorsque l’affirmation est vraie, mettez une croix dans la case Faux lors que l’affirmation est fausse / 5pts
1.Le loup gris se lave souvent ses dents
2.Les dents du loup gris sont gravement malades parcequ’il mange beaucoup de glace
3 Le loup gris ne peut plus faire mal à personne parce qu’il est mort
4.Comme le loup n’a plus de dents, les enfants lui apportent un bol de soup quand ils se promènent dans la forêt
5.Enfin, le loup se lave ses dents tous les jours
2.2 Présentation d’un test de mi- semestre:
Here’s a summary of the films reviewed: "Fear," directed by J Foley, suffers from a ridiculous script and poor direction, making it unworthy of attention In contrast, "La Souris," by Venbinski, offers delightful fantasy reminiscent of "Tom and Jerry," appealing to both young audiences and others, providing an enjoyable experience "Le Libertin," a French film by G Aghion, features heavy humor and capable actors, but the weak script renders it not worth the ticket price Gérard Depardieu’s "Un pont entre deux rives" surprises with its beautiful style and excellent performances However, "Les Eaux dormantes," directed by J Trefouel, is a slow-paced police film with lackluster characters and awkward acting, failing to engage viewers Lastly, "Event Horizon," by P Anderson, is a must-see science fiction film, filled with action and suspense, showcasing outstanding performances for genre enthusiasts.
1 Entourez la lettre devant la bonne réponse : /3pts a Ces extraits sont:
A Des critiques de films B Des publicités de films
B Le nom de films dont les acteurs jouent bien:
A Fear B La Souris C Le Libertin
D Un pont entre deux rives E Les Eaux dormants F Event – Horizon c Le nom de films dont le scénario n’est pas bon:
A Fear B La Souris C Le Libertin
D Un pont entre deux rives E Les Eaux dormants F Event – Horizon
2 Faites correspondre le nom du film correspondre en reliant les éléments des deux colonnes
2 Film de science- fiction b Les Eaux Dormants
3 Identifiez l’opinion de l’auteur après avoir vu ces films : /3pts
2.3 Présentation d’un test de fin d’année :
Les parcs nationaux Qu’est ce qu’un parc nationaux
C’est un endroit òu les paysages, les animaux, les plantes sont protégés Les parcs nationaux sont placés sous le contrôle de l’Etat ( Ministère de l’environnement)
Visitors are welcome, but they must adhere to strict regulations: it is essential for them to recognize that they are entering a unique environment where nature reigns supreme over human influence.
Park employees study nature and climate, protect wildlife and the environment, and educate visitors They assist in exploring the natural world, organize exhibitions, and provide guided tours, especially for high school classes.
Il y a 8500 parcs nationaux dans le monde, 200 en Europe et 7 en France
La réglémentation des parcs nationaux:
1 Pas de chien, même attaché, pour la tranquilité des animaux
2 Pas de camping, pour protéger la beauté du parc
3 Vous pouvez manger seulement dans les endroits indiqués Ne jetez rien Gardez la nature propre
4 Ne ceuillez pas les fleurs, ne prenez rien
5 Il est interdit de faire du feu
6 Ni voiture, ni moto, ni vélo, sauf sur les voies indiquées Le parc doit être découvert à pied
7 Pas de parapente ou autre sport du même type pour la tranquilité des oiseaux et des autres animaux, il est interdit de voler au dessus du parc
Respectez cette réglémentation, vous éviterez aux gardiens du parc de vous donner une amende
Lis le texte puis coche la ( les )bonne (s)réponse(s)
1 Ce texte parle du thème (1p)
2 Que peut-on trouver dans un parc naturel? (1,5p )
A Les paysages naturels B Les voitures C Les animaux
C Les plantes C Les vélos F Les fleurs
3 Que font les gens qui travaillent dans le parc? ( 2,5p)
A Etudier B Etudier le climat C Pêcher
D Chasser E Protéger la nature F Informer les visiteurs
G Aider les visiteurs H Organiser des visites et expositions
4 Lis la réglémentation du parc national et répond vrai ou faux ( 4pts) /5pts
You can bring your dog when visiting the national park, but camping overnight is permitted only in designated areas Fires are allowed in the park, especially during cold weather, but visitors must explore the park on foot It's important to adhere to the park regulations, as violations may result in penalties.
Essai d’étude expérimentale
After presenting our three objective assessment tests for fifth-grade students in accordance with the primary French teaching curriculum, we will showcase the results of an experimental study conducted with our learners to demonstrate the effectiveness of these tests in the continuous evaluation process.
Tout en conservant les textes précédents, nous rédigerons également dans cette partie des tests à correction subjective En fait, les tests ont été faits par les apprenants des
Three classes from fifth grade at Nghia Tan, Doan Thi Diem, and Nam Thanh Cong schools participated in an assessment We assigned half of the students in each class to complete an objective test, while the other half worked on a subjective test that we had just introduced.
Nous avons divisé la classe en deux groupes: les bons élèves et les mauvais élèves (cette rộpartition est faite par les enseignants de franỗais de chaque classe)
Alors, le contrôle de 15 minutes du test 1 :“ Le loup gris ” pour la première moitié de classe de 5 e de l’école Nghia Tan le test de la C.E comprend 5 questions à réponse élaborée :
1 Où se passé cette histoire? / 2pts
2 Quel aliment préfère le loup? / 2pts
3 Pourquoi les dents du loup sont-elles gravement cariées? / 2pts
4 Pourquoi décide t-on de donner au loup de la soupe? / 2pts
5 Pourquoi le loup gris ne peut –il plus faire de mal à personne en fin de l’histoire? /2pts
Le test de la C.E pour la première moitié de classe de 5 e année de l’école Doan Thi Diem - test 2- comprend 3 questions à réponse élaborée :
1 Donne le nom de deux films dont les acteurs jouent bien? /2pts
2 Donne le nom de deux films dont le scénario n’est pas bon? /2pts
3 Cite dans le texte le nom d’un film de science – fiction, d’un film d’humour, d’un film policier et d’un dessin animé? /4pts
4 De quoi parle –t-on dans ces extraits? /2pts
Le test de la C.E pour la première moitié de classe de 5è année de l’école Nam Thanh Cong, test 3, comprend 4 questions à réponse élaborée:
1 De quel thème parle ce texte? (1pt)
2 Qu’est ce qu’un parc naturel? (1pt)
3 Que peut- on trouver dans un parc naturel? ( 3pts)
4 Que font les gens qui travaillent dans le parc?(5pts)
Nous avons demandé aux enseignants de 3 écoles de surveiller l’examen et de noter les devoirs des apprenants et voici le résultat que nous avons obtenu
Voici les résultats des tests à correction objective effectués par 13 élèves de 5 e année de l’école Nghia Tan :
Totale /10 a /1pt b /1pt c /1pt d /1pt e /1pt pts
Les résultats des tests à correction subjective effectués par 13 élèves de 5 e année de l’école Nghia Tan:
Avec 13 élèves qui font le test à correction objective, il y a un élève qui a une note sous la moyenne ( 4/10), le taux de réussite est de 92% et le taux d’échec est de 8%
Tandis que 13 élèves qui font le test à correction subjective dont 4 ont des notes sous la moyenne ( moins de 5 points) Le taux de réussite est de 69,2 %
The results indicate that learners achieve a higher success rate in objective assessments, with a score of 92.3%, compared to subjective assessments, which have a success rate of 69.2% Additionally, when evaluating the same content, true/false questions and multiple-choice questions yield better scores than open-ended questions.
Les résultats des tests à correction objective effectués par 12 élèves de 5 e année de l’école Doan Thi Diem
Les résultats des tests à correction subjective effectués par 12 élèves de 5 e année de l’école Doan Thi Diem
In the 5th grade at Doan Thi Diem School, the success rate for objective tests stands at 83.3%, while the rate for subjective tests, which involve open-ended questions, is only 66.6% This disparity suggests that students perform better on objective assessments compared to those requiring elaborated responses When comparing the results of objective questions with those of open-ended questions, a significant difference is evident, even within the same content area.
Les résultats des tests à correction subjective effectués par 13 élèves de 5 e année de l’école Nam Thanh Cong
Les résultats des tests à correction objective effectués par 13 élèves de 5 e année de l’école Nam Thanh Cong:
Out of the learners, 66.6% (8 out of 12) passed the exam featuring open-ended questions, while all 12 learners successfully completed the objective questions exam It appears that the evaluator's subjective judgment contributed to the loss of points for many learners on the questions requiring expressive responses.
Synthèse
1 En nous basant sur les fondements théoriques et sur l’état des lieux de la pratique de l’évaluation de la C.E des élèves de 5 e année, nous avons présenté dans ce troisième chapitre quelques propositions pédagogiques pour une évaluation plus efficace de cette compétence
2 Nous trouvons que la plupart des tests existants ont tendance à évaluer non seulement la compréhension mais ils exigent toujours l’expression des apprenants Lors du choix d’un outil, les enseignants doivent toujours se demander s’il convient bien à l’objectif de l’évaluation, il vaut mieux d’utiliser à la fois plusieurs types des questions dans une épreuve d’évaluation de la C.E pour les élèves des classes bilingues
3 Les propositions et les tests que nous venons de présenter visent à une utilisation efficace des tests à correction objective pour évaluer la compétence de C.E des élèves de
4 Le résultat de notre essai d’étude expérimentale montre que les apprenants travaillent mieux aux tests à correction objective Nous constatons également que le taux de réussite des apprenants dans les tests à correction objective est plus élevé que le taux de réussite des tests à correction subjective Alors, l’utilisation des tests à correction subjective ou objective avec quel pourcentage, doit convenir aux apprenants et aux objectifs d’évaluation différente
As part of our master's thesis in French as a Foreign Language (FLE didactics), we aimed to address the questions posed in our research problem We began with a theoretical framework that clarified the concepts of reading comprehension and the assessment of this skill.
To address the initial question of the study, we first aimed to understand the current state of evaluating the C.E (Certificat d'Études) for both learners and teachers through a survey and the collection of C.E tests Subsequently, we analyzed a corpus derived from the data gathered in the survey conducted with teachers and students, as well as through FLE (Français Langue Étrangère) C.E tests.
The survey results indicate that primary school French as a Foreign Language (FLE) teachers face challenges in creating written comprehension tests, while fifth-grade students struggle with these assessments A key factor contributing to these difficulties is the lack of effective methodology in evaluating written comprehension In fact, the teaching and assessment of written comprehension skills do not yet meet the required standards.
To effectively develop and utilize C.E tests, our research focuses on defining the characteristics of objective and subjective questions We also provide examples of C.E tests and present the results of an experimental study aimed at addressing the current situation, with the goal of generalizing the findings across all bilingual French-speaking classes in Hanoi.
The results of the tests we presented indicate that the use of objective correction tests is the most effective method for evaluating the competence of the C.E However, it is essential that the development and application of these tests align with the specified objectives.
This work aims to provide an overview of the evaluation of continuous assessment (C.E) in 5th-grade classes and subsequently propose guidelines for test developers and users The goal is to enhance the effectiveness of the design and application of these assessments.
We acknowledge that our lack of experience in scientific research may have led to gaps and errors in our work Therefore, we welcome feedback and suggestions from colleagues and professors to address these shortcomings Since the findings of our study are primarily personal reflections, they need to be validated through practical evaluation by educators We look forward to the results of further research in this field to enhance and refine our study.
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Thèse de doctorat, Université Nationnale de Hanoi, Hanoi
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Université nationale de Hanoi, Hanoi
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ANNEXE 1 PHIẾU ĐIỀU TRA DÀNH CHO GIÁO VIÊN
I Những thông tin cá nhân:
2 Trình độ chuyên môn Cử nhân Thạc sĩ Tiến sĩ
3 Số năm tham gia giảng dạy tiếng Pháp trong chương trình song ngữ tiếng Pháp
II Câu hỏi điều tra:
Xin thầy (cô) cho ý kiến về việc kiểm tra và đánh giá trong giáo dục, đặc biệt là về kỹ năng đọc hiểu trong các lớp song ngữ tiếng Pháp ở cấp tiểu học Việc này rất quan trọng để đánh giá năng lực học sinh và cải thiện chất lượng giảng dạy.
- Đề nghị trả lời bằng cách đánh dấu “X” vào ô đối với các câu hỏi lựa chọn
- Đề nghị trả lời các câu hỏi khác bằng những câu ngắn gọn
- Có tất cả 15 câu hỏi được trình bày trong 3 trang
1 Thầy (cô) thường tiến hành kiểm tra kiểm tra kỹ năng đọc hiểu theo? (có thể chọn một hay nhiều phương án ) a Phân phối chương trình? b Yêu cầu chuyên môn? c Lịch của trường? d Ý thích?
2 Trong một học kỳ, kỹ năng nào được thầy (cô) kiểm tra nhiều lần nhất? a Đọc hiểu b Nghe hiểu c Diễn đạt viết d Diễn đạt nói e Cả 4 kỹ năng bằng nhau
3 Theo thầy (cô) cần kiểm tra nội dung nào trong một bài kiểm tra đọc hiểu? ( có thể chọn một hay nhiều phương án) a Kiến thức ngôn ngữ b Kiến thức văn hóa, văn minh c Năng lực sử dụng kiến thức để hiểu văn bản d Năng lực trả lời câu hỏi
4 Theo thầy (cô), học sinh phải thực hiện nhiệm vụ gì trong một bài kiểm tra kỹ năng đọc hiểu? a Nắm được cấu trúc của văn bản b Hiểu được khái quát nội dung văn bản c Hiểu được chi tiết nội dung văn bản