阿尔及利亚国家高中英语毕业考试(BAC)与课程目标的关联一致性研究.docx

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Title: A Study on the Alignment between the Algerian Baccalaureate Examination (BAC) and Course Objectives at the National High School
Introduction:
The Algerian Baccalaureate Examination (BAC) is the national high school English graduation exam conducted in Algeria. It is important to investigate the alignment between the BAC and the course objectives to ensure that the examination adequately reflects the knowledge and skills that students are expected to acquire during their English language education. This study aims to analyze the consistency between the BAC and the course objectives, examining its implications for students' English language competency.
Methodology:
To conduct this study, various sources such as BAC examination papers, official course objectives, curriculum documents, and textbooks, will be reviewed and analyzed. The analysis will involve comparing the BAC examination questions and tasks with the stated course objectives to identify any gaps or inconsistencies. Additionally, input from English language teachers and students will be obtained through questionnaires and interviews to gather qualitative data on their perceptions of the alignment between the BAC and course objectives.
Findings:
The findings of this study are anticipated to reveal several insights related to the consistency between the BAC and the course objectives in Algeria's national high school English education. Here are some possible findings:
1. Overlapping Content:
There may be areas within the BAC examination where the content covered aligns well with the course objectives. This indicates that students have been adequately prepared in these areas, which contributes positively to their English language competency.
2. Content-Objective Mismatch:
Certain topics or skills assessed in the BAC may not correspond to the specified course objectives. This misalignment may create discrepancies between students' learning expectations and the assessed outcomes, which could negatively affect students' performance and motivation.
3. Depth and Breadth of Content Coverage:
An analysis of the BAC examination papers may reveal if the questions and tasks adequately cover the breadth and depth of the course objectives. If the examination does not evaluate certain key skills or knowledge areas outlined in the curriculum, it may indicate a need for revising the examination format.
4. Variation in Skills Assessment:
The BAC examination may assess certain English language skills more extensively than others. An investigation into the weighting and balance of skills assessed can provide insight into potential areas of improvement in curriculum design and teaching methodology.
Implications and Recommendations:
The findings from this study will have several implications for English language education in Algeria's national high schools. Based on the study's findings, the following recommendations can be proposed:
1. Alignment Review:
A periodic review of the alignment between the BAC and course objectives should be conducted to ensure that the examination reflects the intended learning outcomes of English language education.
2. Curriculum and Textbook Alignment:
Teachers and curriculum designers should align the course objectives, curriculum content, and textbooks to ensure that they are in line with the BAC examination. This would result in a harmonized English language education system.
3. Comprehensive Assessment:
The BAC should comprehensively assess all the aspects of students' English language competency, including listening, speaking, reading, writing, grammar, vocabulary, and cultural understanding, as outlined in the course objectives.
Conclusion:
This study on the alignment between the Algerian Baccalaureate Examination (BAC) and course objectives serves as a significant step towards ensuring the consistency and effectiveness of English language education in Algeria's national high schools. The findings generated from this study can guide decision-makers and education policymakers in the continuous improvement of the BAC examination format and curriculum design to better meet the desired learning outcomes and enhance students' English language competency.