Analyse de Représentations des Enseignants/Apprenants de FLE sur le Système d ' évaluation par Contrôles Continus dans les écoles Secondaires Ougandaises

Abstract

This study deals with the problem of assessment in French, taughtand learned as a foreign language, in Uganda ' s secondary schools.The study is hinged on the problem of producing students whosucceed with high marks in national exams at ' O level ' but whocannot express themselves freely in written or spoken French. Thisstudy associates the problem, among other things, with a limitedchoice of oral examination items and with poor management ofcontinuous assessment tests (CATS). The study was conducted in 10Ugandan schools in Kampala city. A sample of 25 teachers andstudents was selected to participate in the study. The findings of thestudy reveal that assessment in French seems to put a lot ofemphasis on grammar rather than on the students ' oralcommunicative competence. In addition, this study highlights thefactors associated with assessing French CATS, the perceptions ofboth students and teachers towards CATS as well as some strategiesto overcome this problem.