UNSATISFACTORY PERFORMANCE IN THE JCE FRENCH: THE ROLE PLAYED BY THE ASSESSING TOOLS

Abstract

Learners’ academic performance is always defined in terms of examination performance, or rather, it is solely gauged through examination results, yet examination is rarely taken into consideration when seeking to identify obstacles impeding good performance of learners. Given the significant role of examinations in assessing learners’ academic achievement, the reliability and validity of examining tools need to be addressed to ensure that examining tools are adapted in assessing learners’ ability. Therefore, the purpose of this study is to investigate French Junior Certificate Examination (JCE) assessment tools in order to identify variables of these tools that could potentially affect performance of learners through a thorough analysis of the JC French Syllabus, JCE French Assessment Syllabus and past JC Examination Papers. Based on the observations made, recommendations on measures intended to improve the situation will be provided.