Assessment in the LMD System: Challenges and Expectations

Abstract

Although decision makers are still uncertain about the efficacy of the incorporation of the LMD (License-Master-Doctorate) system in the different Algerian universities' institutions, it should be admitted that the applicability of such a new system in the university has become a current actual fact whether at the level of the training course syllabus or at the other sphere of the other administrative acts and planning. In fact it is under this scope that the present paper shed light on one important factor in the teaching-learning process which is evaluation and assessment in the LMD system from a purely student's perspective. The aim was to depict the students' views and attitudes towards the whole process and criteria of evaluation being set and put for them under the new LMD system. It should be known that students are assessed and given grades throughout the semester (ongoing assessment) and at the end of each semester (final exam). The final grade is based on both grades using a weighting scale. A wide range of assessments methods are used including examinations, quizzes, homework, oral presentations and essays. The online interviews and questionnaires with the group of twenty one students from Chlef University raised our attention to one serious matter which is that of the fact that some students still ignore a lot on the scale and grid of evaluation of the current LMD system with regard to the different modules' set credits for instance. Besides, some students admitted that their keen interest for grades worked negatively on developing their learning skills and knowledge development. However, the students showed their praise and satisfaction for the new way of evaluating the examinee's performance which is based on the combination of the coursework assignments and sit-down exams.