Algerian First-Year Middle School Teachers towards the Efficiency of the Primary School Assessment Grid for Remediation, Tiaret

Abstract

This study explores the attitudes of the 1st year middle school teachers toward the efficacy of a newly adopted primary school evaluation grid tailored to address students' learning weaknesses which determine the suitable way for their remediation. Precisely, the research question centers on investigating how the 1st year middle school teachers perceive the effectiveness of this evaluation grid in identifying and remediating their learners’ strength and weaknesses. Adopting an exploratory research design with a mixed-method approaches ,quantitative and qualitative. A questionnaire was administered to a purposefully selected sample of teachers from four Middle Schools in two regions : Dahmouni and Medroussa in Tiaret, an Algerian province, and two differently constructed interviews were respectively conducted with a middle school teacher and an Inspector of Primary Education. The statistical and content analyses of the collected data revealed that most teachers appeared to show their acceptance of implementing the evaluation grid in the first stage of the middle school. Accordingly, they confirmed that the evaluation grid helps in addressing learning deficiencies; however, it lacks guidance on effective remediation strategies