A New Assessment Approach for High School Students in Cameroon

Abstract

The purpose of this study was to provide the Cameroonian educational community with a new evaluation approach capable of including in the mentalities of students entering the first year of the second cycle in secondary education. To do this, we carried out, in turn, a bibliographic work, data collection in the field, then data processing, followed by the drafting of the final document. Evaluation approaches in the Cameroonian education system are changing. Parents, teachers, and administrators of academic institutions deplore the behavior of students entering the first year of upper secondary school; in fact, they shine with their casualness. For them, the context, due to the absence of an official exam at the end of the school year, makes the level concerned a level of resting. The project-based evaluation system appears here as a solution trial that should be responsible for creating a challenge, specific to the second cycle. Thus, facing this reality, students will have to understand that a new variety of efforts are now required of them to leave the second cycle with solid skills in the conducting projects. The project based evaluation system will count for the third quarter. His mark will represent 75% of the final mark for the subject.