@article {7516,
	title = {La Validit{\'e} De L\&rsquo;{\'e}valuation Sommative Du Fle En Alg{\'e}rie : Les Questionnaires De La Compr{\'e}hension De L\&rsquo;{\'e}crit Au Cycle Moyen},
	journal = {in psychological \& educational studies},
	volume = {13},
	number = {4},
	year = {2020},
	pages = {374-387},
	abstract = {
	Le pr{\'e}sent article qui porte sur l{\textquoteright}{\'e}valuation sommative du FLE vise {\`a} {\'e}tudier la validit{\'e} du contenu des questionnaires destin{\'e}s {\`a} {\'e}valuer la compr{\'e}hension de l{\textquoteright}{\'e}crit au cycle moyen. Les r{\'e}sultats obtenus, suite {\`a} l{\textquoteright}analyse des questionnaires recueillis ont r{\'e}v{\'e}l{\'e} que les items {\'e}labor{\'e}s par les enseignants-concepteurs ne contribuent pas {\`a} apporter des preuves sur la comp{\'e}tence des apprenants au niveau de la construction du sens des textes lus. Ces questionnaires ne sont pas donc suffisamment valides pour {\'e}valuer ladite comp{\'e}tence. Abstract: This article, which focuses on the summative evaluation of French Foreign Language, examines the validity of content of questionnaires designed to assess the comprehension of texts in the middle cycle. The results obtained from the analysis of the questionnaires collected revealed that the items developed by the teachers-designers do not contribute to proving the competence of the learners to construct the meaning of the texts read. These questionnaires are therefore not sufficiently valid to evaluate this competence.

},
	url = {https://www.asjp.cerist.dz/en/article/134125},
	author = {Laidoudi, Assia and KHADRAOUI, Errime}
}
