Les représentations de l'évaluation du français dans le paradigme de l'Approche par compétences chez les enseignants camerounais.

This article aims to update the representations of French teachers on the evaluation
of French disciplines under the model of the Competency-Based Approach, a model
used in the Cameroonian education system. We rely on interviews conducted with
seven teachers from different regions of Cameroon. Through these interviews with
secondary school teachers, we aim to analyze their conceptions of evaluation
according to the Competency-Based Approach after more than twenty years
of implementation in Cameroon, and we wonder if this has truly contributed to
improving students’ skills in French. Our goal is to highlight the stereotypes that
run through this didactic model. Therefore, the central question: How to consider
diversity in the evaluation for a deep questioning of the representations of the
notions of acceptability and norm?