This research aimed to determine the rate of teachers formulating evaluation questions congruent with the psychomotor objectives in life sciences from the seventh basic education to the second year of humanities in Bukavu - RD Congo. It also aimed to identify the reasons for inability to formulate said questions and the intrinsic and extrinsic characteristics of the teacher likely to influence this formulation. The methodological approach adopted consisted of the analysis of the educational objectives, the evaluation questions and the questionnaire survey. Six intrinsic antecedent characteristics (sex, level of studies, field of training, seniority, professional training, multiple functions) and five antecedent characteristics extrinsic to the teacher likely to influence this congruence were taken into account (management regime, teacher’s guide, student manual, teaching materials, number of students in the class). The results showed that only 25.5% of teachers formulated questions congruent with the psychomotor objectives. The results of the Chi-square test and those of the univariate logistic regression model revealed that, apart from the characteristic «Management regime» which significantly influenced congruence (p=0.0270), the other antecedent characteristics did not did not have a significant link with said congruence (p>0.05).

This paper aims at developing a simple and adapted grid to evaluate school program in the Democratic Republic of Congo, with a statistical basics. The developed model is tailored on specific evaluation basics, as well as program structures, integration of the competence-based approach and internal coherence levels. The grid was tested on the program of biology senior 4. It allows the process of self–evaluation during apprenticeship whilst it focuses to adapt didactic triangulation diagram in teaching process. In future this grid may become valuable tool for school programs set-up, dealing with universality.