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This paper describes the difficulties of implementing the Approche Par Compétences (APC) in Burkina Faso from the 2022/2023 school year, the first year of its partial introduction in post-primary and secondary education. It focuses on: i) the foundations of assessment practices in APC, ii) the fundamental concepts of APC, iii) the differences between summative assessment according to the PPO and summative assessment by integration situation, iv) the process of acquisition and assessment of resources and student performance according to APC, v) the components and characteristics of an integration situation and vi) a critical analysis based on an observation grid of the integration situations of fifteen (15) teachers to highlight shortcomings, the causes of difficulties and propose solutions for improving the quality of this assessment tool.
About the author
El Sr. Bernard Sandwidi posee un máster en biología, un CAPES en ciencia y tecnología y un certificado de asesor pedagógico de secundaria en ciencia y tecnología. Preparó este trabajo en la École Normale Supérieure para obtener el grado de Inspector de Enseñanza Secundaria en la disciplina mencionada.
