Résumé:
One of the main pillars of the 2003 educational reform in preserving its continuous
and dynamic progress was the introduction of several reforms, including its
educational curriculum, with the latest being in 2016, known as the "Second
Generation Reforms". These reforms essentially amounted to a rewriting of the
educational curriculum under the same educational policy framework. As part of the
2016 educational reform, the national examination for the fifth grade of primary
education (B.E.P) was abolished as a unique precedent, replaced by a compulsory
interim assessment termed "Student Achievement Assessment". This assessment
aims to provide a comprehensive and clear picture of the learner's mastery of a set
of educational, cultural, and preparatory competencies in all subjects, enabling them
to continue their studies in the intermediate education stage. The Ministry of
National Education adopted it in the academic year 2022/2023, embodied in what is
known as the "Primary Education Student Achievement Assessment Notebook".
This assessment relies on standards and evaluations interpreted and regulated
without subjecting them to assessments graded by numerical scores. Given the
seriousness of the subject and the novelty of its implementation, this research paper
aims to study the following problem: What is the effectiveness of the Student
Achievement Assessment Notebook in constructing a comprehensive vision of
Arabic language skills for fifth-grade
