[ Evaluer l’oral au lycée marocain: S’agit-il d’un agir normé ? ]
Volume 66, Issue 1, April 2023, Pages 231–247
Mohamed Marouani1
1 Laboratoire LARLANCO, FLSH Agadir, 80000 Agadir, Morocco
Original language: French
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Since 2014, the Moroccan high school has international sections of the baccalaureate in three options. For the French option, the time slot for French language is extended and an oral test is established in the terminal year. Installing such a test implies subjecting this field, with a high frequency of variability, to docimological rules. Our wish to brush the reality of this new practice opens first with a few benchmarks founding the semantics of the oral before questioning the inventory of its evaluative practice in the Moroccan high school via a survey in the territory of the Rhamna province. The responses of teachers and learners, making up the population of this survey, retrace their representations towards the semantics of Oral and reproduce the image of a practice that is little impregnated by what this semantics supposes. The brushed image, motivated by the will to propose, will therefore open up to prospects for action that can allow us to verify to what extent the oral can become an object of a standardized evaluation.
Author Keywords: oral, evaluation, teaching practice, normativity, baccalaureate.
Volume 66, Issue 1, April 2023, Pages 231–247
Mohamed Marouani1
1 Laboratoire LARLANCO, FLSH Agadir, 80000 Agadir, Morocco
Original language: French
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Since 2014, the Moroccan high school has international sections of the baccalaureate in three options. For the French option, the time slot for French language is extended and an oral test is established in the terminal year. Installing such a test implies subjecting this field, with a high frequency of variability, to docimological rules. Our wish to brush the reality of this new practice opens first with a few benchmarks founding the semantics of the oral before questioning the inventory of its evaluative practice in the Moroccan high school via a survey in the territory of the Rhamna province. The responses of teachers and learners, making up the population of this survey, retrace their representations towards the semantics of Oral and reproduce the image of a practice that is little impregnated by what this semantics supposes. The brushed image, motivated by the will to propose, will therefore open up to prospects for action that can allow us to verify to what extent the oral can become an object of a standardized evaluation.
Author Keywords: oral, evaluation, teaching practice, normativity, baccalaureate.
Abstract: (french)
Depuis 2014, le lycée marocain s’est doté de sections internationales du baccalauréat en trois options. Pour l’option -français-, la plage horaire du français devient élargie et une épreuve orale est établie en 2ème année. Installer une telle épreuve sous-tend soumettre ce domaine, à forte fréquence de variabilité, aux règles docimologiques. Notre souhait de brosser la réalité de cette nouvelle pratique s’ouvre d’abord sur quelques repères fondant la sémantique de l’oral avant d’interroger l’état des lieux de sa pratique évaluative au lycée marocain via une enquête dans le territoire de la province de Rhamna. Les réponses des enseignants et des apprenants, faisant la population de cette enquête, retracent leurs représentations vis-à-vis de ladite sémantique de l’oral et reconduisent l’image d’une pratique peu imprégnée par ce qu’elle suppose (la sémantique de l’oral). L’image brossée, motivée par la volonté de proposer, s’ouvrira donc sur des perspectives d’action pouvant nous permettre de vérifier dans quelle mesure l’oral peut devenir objet d’une évaluation normée.
Author Keywords: oral, évaluation, pratique enseignante, normativité, baccalauréat.
How to Cite this Article
Mohamed Marouani, “Evaluate the oral at the Moroccan high school: Is it a normative act?,” International Journal of Innovation and Scientific Research, vol. 66, no. 1, pp. 231–247, April 2023.
