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The Evaluation of English BAC Examinations in Relation to
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Ministry OF Higher Education and Scientific ResearchMouloud MammeriUniversity of Tizi-OuzouFaculty of Letters and LanguagesDepartmentofEnglish
A DissertationSubmittedin Partial Fulfillment of the Requirements for aMaster"s Degree in EnglishOption: Languageand CommunicationSubjectThe Evaluation ofEnglishBAC Examinations in Relation to Shortand Long Term ObjectivesPresented by:Dihia ChebiliNarimane Nardjes BoultachePanel of Examiners:MsAdem Karima,MAA,MMUTO, Chair.MrAouine Akli,MAA,MMUTO,Supervisor.Ms AimeurRoza, MAB,MMUTO,Examiner.
Academic Year: 2014-2015
To my beloved:parents Farid and Daouya,sisters Sabrina and Melissa,brother Rayane,and my fiancé Anis.(Narimane)To my beloved:parents Belkacem and Djamila,sisterOuahiba,brothers Mohamed, Aghilas and Yubahusband Samirsisters in law Fatma and SabineAnd my nephews: Lenaelle, Elina and Lucas(Dihia)
AcknowledgementsWe would like to expressourdeepest gratitudeto our supervisor, Mr Aouine Akli, who hadsupported us throughout our dissertation with his patience and knowledge.It is thanks to hisprofessional guidance that this dissertationcould be accomplished.Special thanks tothe board of examinersfor havingaccepted to readandexaminethis work.We also would like to express our gratitudetoourbeloved family, for their continualencouragement, moral supportandhelp.
AbstractThe present study is concerned with the analysis of theBaccalaureate examinations.It aimsat contributing to the investigation of the issue of learning objectives and to the improvementof the testing tools in general and BAC examinations in specificIt was intended to figure outwhether the BACexaminationsfocus on long orshort term learning objectives or on both.Tocarry out our research,eight English Baccalaureate examinationsofLetter and Foreignlanguagesstreamwere collected and analyzed.Our corpus wasselected in a regular waystarting from 2007till 2014.Ninety six (96)activitieswere examined usinga mixed-researchmethod.That is, the study combines between qualitative and quantitative methods.Inaddition,for the interpretation and explanation of the resultsthe present research adoptedHauenstein"sframeworkconcerning learning objectives.The results showthat BACexaminations stressmore short-term objectives.Indeed,45.83%of the activities deal withshort-term objectives,25%of them relate to long-term objectives, and29.17%ofthe activitiesinvolve both short and long term objectives. To improve the BAC examinations by puttingstress on long-term objectives,finally,we provided a set of suggestions.
List of AbbreviationsiBAC: BaccalaureateiBEM: Brevetd"Enseignement MoyeniCBALT: Competency Based-Approach-to Language TeachingiCLT: Communicative Language TeachingiHP: HypothesisiLOs:LearningObjectivesiLTOs: Long term objectivesiSTOs:Short-Term Objectives
List of Symbols%:PercentageX:The CalculatedPercentageZ:Long/Short Term Objectives, or BothY: The Total Number of Activities
List of TablesTable 1:Hauenstein"s abbreviated taxonomyof educational objectives........31Table 2:Short-term objectivesin the BACExaminations........................36Table 3:Long-term objectivesin the BAC Examinations........................36Table 4:short and long term objectivesin the BAC Examinations..............37Table 5:the sub-categoriesof Hauenstein"s framework...........................38
List ofDiagramsDiagram 1:The Percentages of learning objectives in BAC exam.............38Diagram 2:The Percentagesof theSub-Categories.................................39
Table of ContentsDedications..................................................................................................IAcknowledgements........................................................................................IIAbstract....................................................................................................IIIList of Abbreviations....................................................................................IVList of Symbols............................................................................................VList of Tables.............................................................................................VIList of Diagrams.........................................................................................VIII-Introduction..............................................................................................1iStatement of the problem.........................................................................1iAims and Significance of the Research........................................................1iResearch Question and Hypothesis.............................................................2iResearchMethodology...........................................................................2iStructure of the Dissertation.....................................................................3Chapter One:Review of the literature......................................................61.1. Introduction............................................................................................61.1.1.Testing................................................................................................61.1.2. Assessment..........................................................................................81.2. Learning Objectives.................................................................................101.2.1. Long-Term Objectives............................................................................131.2.2. Short-Term Objectives...........................................................................131.2.3. The Relationship between Shortand Long Term Objectives................................171.2.4.Issues when WritingInstructional Objectives................................................181.3. Life-Long Learning.................................................................................20
1.3.1. Life-Long Education..............................................................................22ChapterTwo:Research Design................................................................27Introduction................................................................................................272.1. Procedure of Data Collection......................................................................272.2. Definition of the BACexams......................................................................272.3. Procedure of Data Analysis.........................................................................282.4. Descriptive Statistical Method.....................................................................282.5. Content Analysis.....................................................................................292.6. The Approach........................................................................................302.6.1The Explanation of Hauenstein"s Framework (The BehavioralDomain)...............312.6.2.The Rationale behind the Application of Hauenstein"s Taxonomy in Testing..........32Chapter Three:Results and Discussion of the Findings.............................35III.1 Results...............................................................................................35Introduction................................................................................................353.2 .Presentation of the Results.........................................................................353.2.1.The Interpretations of theResults(Learningobjectives).......................................373.2.2.The Interpretation of theResults(sub-categories)...........................................39III.2 Discussion of the Findings......................................................................40Introduction................................................................................................404.1 .Short Term Activitiesin the BAC Exams........................................................41iAcquisition.......................................................................................41iAssimilation......................................................................................42iAdaptation........................................................................................43
4.1.1. Long Term Objectivesin the BAC Exams....................................................44iPerformance......................................................................................44iAspiration.........................................................................................464.1.2.Shortand LongTerm Objectives in the BAC Exams.........................................474.2.1.Suggestions toImproveBAC Papers..........................................................51Conclusion.................................................................................................53General Conclusion.....................................................................................55Bibliography.............................................................................................58Webliography............................................................................................61Appendixes
General IntroductionStatement of the ProblemIn the field of instruction,learners are tested in order to know about theirlevel,knowledge, skills, andabilities todo specific tasksbyapplyingwhat they have been taught inthe classroom.In Algeria, for example, teachersassesstheir learners every period of time byassigning themsub-tests and examinations(end of semester and annual exams).Also, learnerstake officialexams thatare administered by theMinistry ofNational Educationtoallowthempass from primary school tomiddleschool (6EM examination), frommiddleschool to highschool (BEMexamination) and from high school tothe university (BAC examination).Thisdissertationwillfocus and put stresson theEnglishBAC examinations. In more preciseterms, we will evaluate the BAC examinationsin relation to short and long termlearningobjectives to figure out the importance accorded to long term objectives which are closelyrelated to life-long learning.Aims andSignificance of the StudyOur objectives in carrying out this research is to check whether the BAC examinationscallon the students to do activities whicharerelatedto long or short term objectives or bothofthem.In other words, we will attempt to investigate andexamine to what extent the BACexaminationsgive importance to life-long learningwhich is presented in terms of long termobjectives. Themainmotivesin dealing with this subjectare; on the one hand, for itsoriginality. Indeed,according to the best of our knowledgenone has already dealt with it .So,we tackle and analyze the BAC papers from a newperspective;something whichadds valuetothecurrent research. On the other hand, we do the present research because of the greatimportance thattestinghasintheteaching and learning process. Also, our focus on the BAC
papers stems from the fact that BAC examsarethe most considerable and significant examsfor learners as they represent the key without which we cannot have access to universities orhigher education and fulfill our dreams to become doctors, teachers or becoming able to getany job based on instruction and higher education.Research Questions andHypothesesIn orderto carry out our research in a scientific and effective way, we will be attemptingtoanswer the following questions:1/Do the BAC examinations require the students to answer questions dealing with short termor long term objectives?2/To what extent do the BAC examination papers deal with procedural knowledge which isclosely linked to life-long learning?3/Dothe BAC examination papersinclude activities which go beyond declarative knowledgeand mechanical drills?Thefollowing hypotheses may be the answersto the abovequestions:H0BAC examinations stress long term objectives.H1:BAC examinations do not stress long term objectives.H2:BAC examinations stressboth of short and long term objectives.Research Techniques and MethodologyAMixed-ResearchMethod thatassociatesboth quantitative and qualitative methodsis goingto be used in our study. In fact, in the first part we willuse the qualitative method for datacollection procedure,since wewill gather information we need for the analysis ofthe BAC
examinations whicharewritten piecesthat contain several activities related to the syllabus. Inthe second part, thequantitative method for data analysiswill be used.Additionally, we aregoing to follow a specificapproachthat will be as a support toour subject which isHauenstein"s conceptual framework for educational objectives(1998) since itseems to be themost appropriate theory, as it provides a clear procedure to follow in order to analyze theBAC papers. Thus,it will be the theoretical section of this dissertation.Hauenstein"smodelpointsout a distinction between short and long term objectives.Indeed,Hauensteinstatesthat"the use ofthis framework by teachers will enable students to develop their critical, reflectiveand problem-solving abilities and skills".1This workis to be donein the context ofmaterialevaluation which has been defined byPatton as:"aprocess thatcritically examines a program. Itinvolves collecting and analyzinginformation about a program"s activities, characteristics and outcome".2That is to say,materials evaluation meanstoevaluate teaching materials such as textbooks, handouts,examination papers, and so on to figure out if such materials require, for example, thestudents to deal with activities turning around long term objectives and production in whichthe students produce personal answers to different types of activities, or on short term andreproduction which are typically related to recall and mechanical drills.Regardingthepractical section,it will be an analysis of the BAC examinationsin terms of long and shortterm objectives.Structure of the DissertationThestructure of this dissertation follows the traditional-simplemodel. Itconsistsof ageneral introduction,threechapters and a general conclusion.The first chapter is a "Review ofthe Literature"concerningthe major concepts which are closely related to leaning objectives.Itaims at exploring and exposing different works done on this particular subject in order to
better understand what is meant by learning objectives and more particularlyshort and longterm objectives. Besides,it seeks to find a gap in the previous works and establishing a niche.The second chapter is the section called"Research Design"in whichwe will use thequalitative method for data collection. The secondpartconsistsofpresenting and interpretingthe contents of the BAC examinations into percentages by using thedescriptive statisticalmethod. Afterwards, the results will be presented in tables than displayed inhistogramsinordertofigure out whetherthe BAC examinations focus on long or short term objectivesorboth of them. Following such a way permits us to provide answers to our research questionswe asked previously.Chapter twoisthenfollowed bychapter three which is named"Presentationand discussionof the Findings"which provides the results relating tonumericaldataand their analysis.
Notes1Hauenstein, D, A.A conceptual framework for educational objectives: A holistic approach totraditional taxonomies,(Lauham, Md: university press of America, 1998), 29.2Michael, Q, P.How to use qualitative methods in evaluation,(USA: Sage publication, Inc,1987).
Chapter One: Review of the LiteratureIntroductionThis chapter is a review of literaturewith regardto the issue of testing the learners inthird-year classes in the Algerian Secondary schoolin terms ofshort and long term objectives.Different concepts are going to bereviewed and usedas support for this research. Suchtheoretical groundwill bereferred toin the analysis of the BAC examinations so that toshowwhether the focus is on short or long term objectivesor both.As a starting point,we should know that during the teaching/learning processteachers arerequired to provide their learners with the most important languageitems,andaspects that areincluded in the syllabus; becauselearnersareassessed onwhat they havebeen taught inclassrooms. Accordingly, testing is very important for both teachers and learners. On the onehand, it allows instructors to evaluate learners and on the other hand it permits to learners toshow whattheyhavelearned and demonstrate the knowledge and skills they have acquired. Itis for this reason that we should begin in our review of the literature by drawing attention totesting and give a clear idea about what it ismeant by testing.1.1.1. TestingTesting is a way to identify the gapin learners"ability to acquire knowledge. But in somecases tests do not reveal the level of the learner as it has been said by Hughes Arthur "Tests donot reflect the students" level in the score they obtain."1Because learners may fail in agivenexam andthis does not mean thattheirability is poor,but that it is due to several reasons. Forinstance, this can be the result of apsychologicalproblem that the learners have. This is whyHughes points out that "a test is reliable if it measures consistently"2.For further
understanding and analysis we should know that there are different kinds of testing which aregoing to be discussed in the following paragraphs.First of all, the first type of tests is"proficiency tests". To define them, it has been writtenby Arthur Hughesthat "proficiency tests are designed to measure peoples" ability inlanguage; it is based on specification of what candidates have to be able to do with languagein order to be proficient"3. This means that proficiency tests do not deal only with onelanguage skill such as the oral skillbut it tests the whole skills. That is to say,proficiencytests coverthe fourlanguage skills namelylistening, speaking, reading and writing.Thesecond type is"achievement tests". Such testsare connected to language courses as it isassumed by Hughes,"achievement tests are based on the mastery of these language coursesas well as their objectives".4this kind of tests deal mainly with testing learners on what theyhave seen in classrooms and what is included in the courses,In addition,anachievement testhas been defined byJack C. Richards and Richard Schmidtas"a test designed to measurehow muchof a language learners have successfully learned with specific reference to aparticular course, textbook, or programme of instruction".5Moreover,"diagnostic tests"areused to identify students" strengths and weaknesses; they are intended tofigure outwhatfurther teaching is necessary6.Finally,"placement tests"are used toassess the studentsatdifferent levelsin order toplace them according to their abilities7.These four types of testinghelp teachers and designers of language teaching materials to identify thelearners"needs.It is important to know that testing is different fromassessment; as testing is a sub part ofassessment whichis used to get information about peoples" ability7,asWynne Harlen said"testing is a method of assessment in which procedures, such as the task to be undertaken andoften the conditions and timing are specified"8.This means that testing is included withinassessment with specific criteria.Assessmenthas two forms: itcanbe formative whenteachers useit tocheck the progress of theirstudentsin a continuous way; that is,to see how
far they have mastered what theyhave been taught9. As well assummative assessmentwhichis used at the end of the term, semester, or yearin order to measure what has been achieved bythe students10.Teachers should be awareofwhatkindof questions areappropriate to their learners soasto designa good and reliable test as Hughes suggested:Teaching professions can make threecontributions to the improvementoftesting: they can write better testing themselves, they can enlightenotherpeople who are involved in testing process and they can put pressureonprofessional testers and examining boards to improve their tests11.Thisquotation means that to designa good test, it is better to combine these three keyelements: taking personal responsibility, providing other people responsible for testing withadvice, and obliging other professionals to effectively design tests.After having discussed testing and dealt with different points relating to it, we are goingto deal with assessment and consider the main concepts whichare relatedto it.1.1.2 AssessmentAssessment has to be seen as part of teaching andlearning12,because without assessmentteachers cannot identify the difficulties that their students have and hence they cannotmakeany judgment about their level. For this reason it is said that:The conception of assessment is one that focuses on describing students"learning, Identifying where each student is in his or her personal learning,diagnosingany difficulties student may be having in their learning13.In order to assess learners,teachersneed to have a specific purpose for doing assessmentactivitiesin such a way they gain a comprehensive picture of how their students learn. Thiscreatesan atmosphere where teachers and learners feelat ease andmakethe learning processrun smoothly.In this context, Rita Berry described assessment as a natural part oftheteaching
/learning process and is undertaken to support learning14, this is why it cannot be separatedfrom the instructional field.Teachers canprovidetheir studentswithan exerciseina form of assessment so that theywill be able to give a feedback about the students"level,as it is explained by Rita"assessment can be as simple as an exercise in which a teacher gathers information fromstudents, interprets it andmakes a judgment about their performance"16.This enables studentstoknow abouttheir knowledge, skills and abilities, including strengths, weaknesses, valuesand attitudes17.It is worthy to mention that assessment has two main purposes in the teaching/learningprocess. For example, Boud and Falchikov assumed that the first one is to insure success forthe learners,because assessment encourages the students to work hard in order to get goodresults. The second purpose, on the other hand, is to make learning run smoothly and in aneasy way18. And according to Boud and Falchikov, these two purposes are associated withsummative and formative assessment19. Explained in more precise terms, summativeassessment is related to marks and results, whereas formative assessment is basically used tosupport the teaching/learning process.Validity and reliability are two aspects on which assessment is based; validity hinges onwhether our assessment properly reflects the intended learning targetswhereas,reliabilityreflects the consistency of assessment20. Assessment should bepracticed and implementedina way to make it possible for the learners tosucceed. In fact,Rita claimed"assessment mustbe consistent with the objectives of the course and whatis taught and learned"21.Assessmentshould be done to fit the content of the course; this is why its primary function is tosupportthe teaching learning process.With regard to this, assessment must be consistent with theobjectives of the course.
It is of interest to mention that the teaching approach adopted in the textbooks that areused in the Algerian secondary schools and specifically in the third year school,isCompetency-Based Approach to Language Teaching (CBALT ). Accordi ngly , the BACexaminations should be in accordance with the approach principles and this is the core of ourinvestigation and research.Having explained in concise manner the term assessment and some of other conceptsconnected to it, now, seems important to move onto consider in a detail the notion of learningobjectives.1.2. Learning ObjectivesIn the field of instruction, it is of significant importance to understand the goals oflanguage teaching. In this contextVivian Cookstated that"the reasons whythe secondlanguage is being taught depend on overall educational goals, which vary from one countryto another and from one period to another."She added that one of the goals of languageteaching is to help people to think logicallyand to understand other races and cultures as wellas to communicate with other people.22Thismeans that language teaching has differentfunctions that can be translated in terms of goals. Such goals can be either short or long.In addition to assessment,it is necessarytotacklethe concept of learning objectives ingeneral beforediscussinglong term and short term objectives. The important point is thatlearning objectives aretidilyrelated to assessment in the sense that elaborating specificlearning objectives willhelp learners to identify what they should focus on during the learningprocess, and hence they can prepare their exams in an effective way. In other words, studentswill beable to follow and evaluate their own progress towards achieving their goals.Then, itfacilitates to teachers the design of activities, tests and exams. Finally, learning objectives
help parents to know what their children are supposed to learn and on what they will beevaluated.Effective learning objectives state what students should know andwill be able todemonstratethe depth of learning that is expected. Besides, Wes Williams gave anotherdefinition of instructional goals as being essential elements in the educative system, since theyprovide teachers, learners as well asparents with a clear idea on what to be taught, learnedand evaluated23. Furthermore, clearly defined and intentionally integrated course learningobjectivesgive many possibilities among them:1)-Ithelp to organizelayout of courses, tasks, tests ... etc and enhancingstudent learning.2)-Improvingcommunication with students and their teachers towardthe important conceptsand activitiescoveredwithina course.3)-Finally, to ameliorateevaluativetasks24.After having presenteda brief accountofthe learning objectives, now we deal with thewayweshouldproceed in order to write learningobjective.Soulsby claimed that: "thelearning objectives should start with an action verb, followedby a statement specifying the depthof learning to be demonstrated, and finally a statement togive it context and to identify a standard for acceptable performance"25.He gave thefollowing hints to guide teachers while elaborating instructional objectives. In short, learningobjectives should:iBe specific and unambiguous. Terms such as"know, understand, learn, appreciate,and to be aware of should be avoided", and the specific level of achievement shouldbe clearly identified.
iFocus on observable students"performance, and be capable ofbeing assessed. It isoften helpful to add the preposition "by" or "through" followed by a statement whichclearly states how the LOswill be assessed.iBe balanced. Broad LOsare difficult to assess, while an extensive list of learningobjectives will limit flexibility and adaptability in the curriculum, and make it difficultfor students and instructorstoeffectivelycommunicate an integrated understanding ofthe subject matter.iBe concise and clearly stated.iBe achievable given the time and resources available to both learners and instructors26.Another scholar gave us the basic requirements of instructional goals and said:"Theinstructional goals should be measurable, indicate what the student can reasonablyaccomplish and specify the context in which the behavior is to occur to make the behaviorfunctional27".In addition to the scholarswho have been mentioned above others also worked onlearning objectivessuch asSchloss & Smithwhogave examples to better understand theirimportanceas it is the case in the following passage:Astudent may be out of his seat so often that he fails to complete his work.In addition, his out-of-seat activities may distract his classmates, making itdifficult for them to finish their assignments. Another student may notfollow reasonable teacher directives. She always seems to be testing yourauthority. Two other students may get in fist fights frequently. Finally,many students in your class may fail to turn in homework that is accurateor on time28.In all of these examples, it is easy to identify what behavior should be changed and thusdesign new objectives which are more appropriate. Schloss and Smithaddedthat:A concise description helps students, parents, and other school personnelunderstand exactly what skill is being targeted. In addition, a concisedescription makes subsequent behavior changes easier to measure, which
is a valuable tool when evaluating the effectiveness of an interventionprogram29.This quotation clearly states that writing clear objectives help students togive moreimportance and focus more on targetedskillsand desired instructional goals.1.2.1Long-Term ObjectivesSchloss and Smith made a distinction between long and short term objectives and statedthat primarily, an objective is a goal that should be achieved by students. It can varyaccording to their specificity and therequiredamount of timetoattainit.Thisidea is bestshown in the following terms:Long-term goals are very broadly stated and generally require an academicyear to master. Goal areas usually correspond to subject matter such asreading, mathematics, and written language. They should alsoincludeincreasing appropriate behavior and decreasing inappropriate behavior.Short-term objectives (STOs) are derived from goals and are completed ina much shorter time span that can range from two weeks to three months30.In other words,LTOsarereached during a long period of time whereasSTOsare realizedinagiven period of time. For example, if theobjective hasto be reached in one week, thelearner should acquire this objective in this period.Additionally, Wes Williams gave anotherexplanation of whatSTOsare. Indeed,heargued that theyare used so as to split goals intosmaller parts for the instruction process and evaluating learners" improvement towards thetarget goals. Also,STOsare very helpful while students need to learn in small steps. Inaddition, a short term objective enables teachers to measure students" progress in a specificperiod of time31.1.2.2. Short-Term objectivesA definitionof short term objectives hasbeen clearly stated in Alberta:Short-term objectives are the stepping-stones between the currentlevel ofperformanceand the annual goal. They are the piecesnecessary to achieve the annual goal and act as indicators that the goal
is being achieved. Generally, each long-term goal would be supportedby two to five short-termobjectives32It appears that the previous definitions given by Schloss and Smith, Wes Williams andAlberta suggestedthatSTOsare sub goals used for the construction ofLTOs; that is, they arekey sub goals essential to the achievement of long term objectives.RegardingLTOsthey are objectives which will be useful for learners not only foreducational purposes but they will allow students to face any situation in their everyday life.More importantly, they are part of the lifelong learning process. As it is said in Alberta(2006):"Goals should be future-oriented and reflect actual skills that students will need incurrent and future learning and living environments.33"What should be mentioned here is that the former definitions attest that the two typesoflearningobjectives are of importance and complementary. So, both kinds of objectives shouldbe focused on and taken into account when testing the students"performance.According toSchloss and Smith an objective may be written correctly only if it includesfour features which are cited as follows:Student orientation: this meansthat the objective shouldbasicallyhave significanceand relevance tothestudent.Behavioral Terminology:this feature explainshow students willbe able to showperformance concretely.Criterion Level:this indicates how students work or operate.Condition: or more precisely statementof the conditions identifies the recourses towhich the student will have entry to or situations they will be viewed to34.
Afterwards, Schloss and Smith pointedto another important concept which helpsto selectlong and short term objectives. The latter is known as the" social validity of goals".Schlossand Smith cited another author (Hawkins) who worked on this subject and who asked thefollowing question "Are the goals of our educational program what society really wants?"35.In other words, do the goals designed by curricular developers in the field of educationrespond to the need of society? Are they appropriate? Van Houten claimed that:"what canhave a utility or profit to a child will automatically have utility to society in general"36.Thismeans that any society needs good instruction that allows its people and more specifically theyoung ones to progress and do what is beneficial.Schloss and Smith gave the following example to explain whatVan Houten meant:Astudent who learns about the negative effects of drug use is more likely toavoidusing drugs. Similarly, just as one student benefits when she or he istaught to locate and maintain employment, so too do other members of societybenefit as fewer tax dollars will be needed to support her or him in thefuture37.In other words,what the two previous scholars meant is that thedesigned goalsshouldmeet the needs of society, in additionto the fact that what students learn during their studiesshouldbe useful in their daily life. So, learning objectiveswill firstly meet the students" needsand atthe same time willmeet theirsociety"s needsin general.Interestingly,the question that one should ask is who to ask in order to designthosegoals?Schwartz and Baer(cited in Schloss and Smith, 1998) suggested asking"direct" and"indirect" users in order todesign those goals.According to Schloss and Smithdirectconsumers are the persons who are essentially concerned with the issue. In this particularcase, we speak about the learners. On the other hand, indirect consumers are the persons whoare closed to the direct consumers and who might be affected by them and who will deducethe changed behavior all through the school year38.
Moreover, Schloss and Smith supposed that if someone wants to develop a program and iswell informed about what is essential, he/she should, nevertheless, ask for other opinions inorder to make sure that the way he/she will proceed is the right way, especially if the time islimited and that by doing so will help saving time as faras money; that is, to avoid wastingtime and spending money in teaching knowledge or skills that are not significant39. In otherwords, students should be requested and asked about the different learning problems they faceand what they would like to learn. Also, asking students" parents permits getting severalopinions for ameliorating the syllabus and designing good learning objectives.Accordingly,what is important to mention is that the social validity of goals is a veryimportant point thatcurricular writers shouldtake into accountwhen establishing goals;because as it is mentioned in Schloss and Smith"s bookthat such validity"reduces theamount of time and resources devoted either to teaching skills that are not important or toattaining an excessively high level of mastery".40So, social validity is a very useful key tosave time and money. In short, it guarantees an efficient job in designing and implementinglearning goals.Social validity of procedures is another significant concept to which we should payattention when writing short and long termobjectives.Indeed, according to Bailey:Learning objectives encourageyou to go beyond mere explanations of therelationship between instructional procedures and subsequent changes inacademic and affective behavior. You must show how your instructionalprogram will enable students to become more independent, mature, and self-confident; and show how your procedures will enhance the students' personaldignity and freedom41.To make things clearer, Bailey meant that elaborating effective andgoodinstructionalobjectives will improve and boost students" learning.Besides,it will make easier forteachersto follow their students"progress and see what skillsand knowledge theyneed toacquire.
Moreover,it is worth mentioningthatthe"social validity of effects"is another importantpoint that one should focus on when dealing with educational objectives;because,it gives aclear perception about the results of theeducational program which prove or attest that theprogram hasreally contributedto the amelioration ofthe students" knowledge which in itsturn will permit the students to improve their lives.Next, Schloss and Smith made reference to issuesthat we may face whenwritinginstructionalobjectives because, even ifthey are very important, give great advantages suchas defining clear and meaningfulgoals, they are not easy to write. Here are some pointsdevelopedbySchloss and Smithwith relation to the issue of writing instructional objectives:1.2.3. The Relationship between Long and ShortTerm ObjectivesThere is a close relationship between long and short term objectives. On the one hand,LTOsor lifelong learning objectives permit the students to overcome the difficulties that theymay face while learning because, long term goals influence the behavior of students byenhancing them to succeed. On the other hand,STOswill help the students achieve their longterm goals. For instance, if someone wants to postulate for a doctorate thesis he /she shouldfirstly succeed the exams during the three years of the License degree and the exams duringthe two years of the master degree in order to get theaccess to the principal or to the longterm goal; that is, of postulating for a Doctorate thesis. So, the license and the master examsrepresent the short term goals .The success on these exams is then the result of theenhancement that the long term goals brought about.
1.2.4.Issues when WritingInstructional ObjectivesDifferentprinciples have been developed with connection to writing learning objectives.Such principles help understand how learning objectives can be effectively designed and thisby avoiding all that represents a threat to the effective construction of the instructional goals.1.2.4.1.Writing Instructional Objectives is Time-ConsumingEffective instructional objectives take timetobuild upand establish. Hence,the task willbe more difficult to do and will take much more timeespeciallywithnovice teachers. As aresult in order to be effective inwriting instructional objectives teachers need experiencewhich theycan"t haveas quickly as possible.42That is to say, teachers need some years oftrail tobecome expertin establishing appropriate objectives.1.2.4.2.Not All Areas Are Easily Broken Down into InstructionalObjectivesSchloss and Smith noted that teachers tended to focus more on skills that represent thelowest levels of the cognitive domain and frequently neglecthigher-order-thinking skills,something thatdoes not suit the world where we are living nowadays; a world of innovationsand of advanced technology .431.2.4. 3.Instructional Objectives Are Not Related to TeachingTo think that instructionalobjectives are not related to teaching is a big mistakeas it hasbeen affirmed by Schloss and SmithEach feature of a correctly written objective has direct bearing on the teachingprocess. The condition statement assists in the selection of appropriateinstructional materials; the statement of behavior is student-focused and clearlyidentifies a socially relevant skill in measurable and observable terms; andfinally, the criterion statement should suggest a method of evaluation. Surely,
we can agree that materials, skills, and evaluation are directly related toteaching44.1.2.4. 4.Instructional Objectives Impose ValuesThis claim is totallywrong. In fact,it has been emphasized in Schloss and Smith"s bookthatattentionshould be paidto this particular point by making sure that the chosen objectivesare socially pertinent and will bring about a positivechangein thestudents" lives.45Saiddifferent, instructional objectives, if well designed, do not impose values. Instead, they makethe students become aware of what to value and of what to consider as invaluable. In short,good instructional objectives are intended to develop the students" evaluation of things; thatis, the students become able to distinguish between true and false, between good and bad,between right and wrong.1.2.4.5.Not Using Behavioral TerminologyTo not use behavioral terminology is the mistake mostly done when writing instructionalobjectivesas Mager claimed:"have the appearanceof objectives but contain noperformances"46(Mager cited in Schloss and Smith).Indeed,it is very important to verifythat the learningobjectives clearly indicate whatthestudents will have to do at the end of thelesson.This point turns around the notion of procedural knowledge or "the know-how-to-do".1.2.3. 6.Using a Teacher OrientationSome teachers instead ofwriting objectives that portraywhat students will do they writewhat theywill do themselves. That is to say, the goals should be concernedwith whatstudentswilllearnand not what teacherswill do during the course47. The importance of this isthat the students should be considered as active participants in the teaching/learning processand not only as passive elements whose main function is receiving information. In otherwords, the principles of the current teaching should be respected by teachers, namely the
principles of competency-based approach to language teaching, communicative languageteaching. Moreimportantly, the principles of constructivism as an educational philosophyneed to be taken into account by instructors.Many other scholars worked on learning objectives; beyond them we can cite thefollowing authors (Bloom, B.S.(1956-1964).Adams, S,(2004). Bigges, J,(2003), Gosling,D. and Moon, J,(2001).Kennedy, D,(2006).Brown, F.Evans, I.Weed, K, & Owen,V.(1987).Giangreco, M.F Cloninger.C.J., &Iverson,V.S(1998).Guess .D.,& Helmestetter ,E(1986).Paul. A, Schutz.(1997).Raoul.A.Arreola and Lawrence.M.Aleamoni(1998), andSnell,M.E.,&Brown,F(1993).Having dealt with the two types of learning objectives, namely short and long termobjectives and the different points relating to them, in the following paragraphs we are goingto put stress on the notion of life-long learning.1.3. Life-long learningIt is important to keep in mind that it is thanks to a good learning process that thelearning objectives can be attainedas D.W.Livingstone said inThe Second InternationalHandbook of Lifelong Learningthat learning involves the gaining of knowledge, skill orunderstanding any time and any where through individual and group process through ourlives48.Learningoccurs at a very early age. Indeed,a baby has an innate capacity to acquire alanguagethrough different steps beginningfrom the earlyage and it last for a whole life.Also, as we knowlearninghas nolimits; that is,human beingsare curios creatureswholikediscovering things,something which contributes to the development of the teaching/learningprocess.Andwith the emergence of technology such as the internet, people are able to create
things over the net as well as learning through it, that is,online courses. Said differently,learning does not occur just in schools,there are other different sources fromwhich peoplecan reach their understanding of life, but each person has his/herown way to master a givenissue. In this context,Jean Vissersaid"Learning is an integral aspect of what it means to livea fully human, it starts nine months before we areborn and end when we die"49.This processenlightensour understanding of the importance of learning in our lifeandwe can call it"life-long learning".According to Christopher and Cropley"lifelong learning is a natural part of everydaylife"50,this means that learning is carried out through life not just in a given period of time,learning can be found in different domainsof life. Thus,lifelong learningisstill an aspirationfor the future for all people51.Interestingly,Gilroy assumed that"tolearn is to take part in some sort of activities,physical or mental"52. Said in other words, learning permits people tobe activeparticipants indifferent parts of life.To get the degree of a good learner and to reach a specificgoal by beingcompetent we need lifelong learning; as pointed by Gilroy "a formal process taking part in aninstitution which resultsin a qualification"53. Each institution has to create an environmentwhere lifelong learning is the essential element thatlearners will develop in a good and easyway.Lifelong learning gathersdifferentelements whichhave the same purpose, which ismaking learning more developed. At this point, it is important to mention thatthere is acomplex relationship between threemajor outcomes of lifelong learning:iEducation for a more highly skilled workforce.iPersonal development leading to a more rewarding life.iThe creation of a stronger and more inclusive society54.
Life-long learninghas been investigated by many other writers namely, (Mike Sharples(2000), Medel-Anonuevoet al(2001), Norm Friesen and Terry Anderson(2004), Kirsti Ala-Mutkaet al2008 and NormanLongworth (2003).Having discussed the notion of life-long learning,the coming paragraphs are devoted tothe explanation of life-long education and its relation to life-long learning.1.3.1 Life-Long EducationLifelong learning permits the emergence of the society and makes it more able to beamong the developed ones. Another process that is included in learning is the "lifelongeducation", Ruegg as it is cited in Knapper and Cropley"s bookLifelong Learning inHigher Educationdefined it: "a utopian idea whose main function is stimulating people tothink critically about learning"55. This is why lifelong education completes the learningprocess by making the learners develop their thinking skills. Lifelong education can referto:iA set of goals for education.iA set of procedures for realizing these goals.iA set of values56.Lifelong education refers to aset of goalsandit provides very clear objectives forthelearners,which is the mastery of what they have to learn. Also, it refers toa set of proceduresby providinga map for the learners to follow in order to be successful and a set of valuesas itpermits thelearners get their status as future generation with a good background.With regardto this, it is useful to indicate that the central purpose of lifelong education is to promotelearning with higher range of educational goals that are vital for thelearning process.
According to Knapper andCropley:"lifelong education is a set of organizational andprocedural guidelines for educational practice its goal is lifelong learning"57.This is why the two terms'lifelong learning"and'lifelong education"are complementaryin the sense thateach onecompletes the other. In other words,lifelong education is the systemand lifelong learning is the content, the goals and the results58. To be clearer,lifelong learningis the realization and practice of what is contained in lifelong education, and if one of them isneglectedthe learning processmay be effected in a negative way.The most important aspectson which this research is based are whether these different objectivesimplemented in theBAC examination papers reflect life-long learning and education or not.ConclusionThe review of the literature in this chapter gave an overviewofthe different concepts thatare related to the learning objectives and showed that they vary in termsof their functions,and that are divided into long and short term objectives. Each category has specific principlesthat the learners need in their learning process. Long and short term objectives are the keyelements in this research which are considered as important aspects in any educationalsystem.
Notes:1Hughes Arthur,Testing for language teachers,2nded, (UK : Th e pre ss syndicat e o f theuniversity of Cambridge, 2003), 2.2Ibid.3Hughes Arthur,Testing for language teachers,(University of Cambridge: Bell & Bain, Ltd,Glasgow, 1989), 09.4Ibid:10.5Richard, Jack C. and Schmidt, Richard,6Hughes Arthur,Testing for language teachers,(University of Cambridge: Bell & Bain, Ltd,Glasgow, 1989), 09.7Ibid:05.8Wynn Harlen,Assessment of learning, (London: Sage Publication, Inc, 2007).9Hughes Arthur,Testing for language teachers,2nded, (UK: The press syndicate of theuniversity of Cambridge, 2003), 05.10Ibid.11Ibid.12Ryta Berry, Assessmentfor learning, (Hong Kong: Hong Kong university press, 2008), 06.13Ibid.14Ibid.15Ibid.16Ibid.18Boud & Falchikov,Assessment & evaluation in higher education,(2006).401.19Ibid.2ORyta Berry, Assessmentfor learning, (Hong Kong: Hong Kong university press,2008),12.21Ibid:14.22CookVivian,Second Language Learning and Language Teaching, (Saffron House: Londo,2008.), 09.2324Wess Williamsspecial education program(Burlington: University of Vermont, 2004), 4.
245Simon and Taylorwhat is the value of course-specific learning (2009).26Soulsby,E, How to write program objectives/outcomes,accessed on July 2015,??http:/www.assessment.ucinn.edu/Feb.9.2012??.27Ibid.28Wess Williamsspecial education program(Burlington: University of Vermont, 2004), 5.29Schloss, P.J. &Smith; J.A.Applied behavioral analysis in the classroom,2nded (Boston:Allyne& Bacon1998)35.30Ibid.31Wess Williamsspecial education program(Burlington: University of Vermont, 2004), 4.32Alberta.Alberta Education. Learning and Teaching Resources Branch.Individualized program planning (IPP),Chapter 7: Making goals meaningful, measurable andmanageable, accessed onJuly 2015,http://www.education.alberta.ca/media/525540/ipp7??.33Ibid.34Schloss, P.J. &Smith; J.A.Applied behavioral analysis in the classroom,2nded (Boston:Allyne& Bacon1998), 36.35Ibid:44.36Ibid.37Ibid.38Ibid:44.39Ibid.40Ibid:45.41Ibid:46.42Ibid:48..43Ibid: 49.44Ibid:48-49.45Ibid46Ibid47Ibid48David.N.Aspinel, Second International handbook of lifelong learning in higher education,(London, New York: Springer, 2012), 270.49Ibid163.50Christopher, K, Knapper and Arthur Cropley,Lifelong learning in higher education,3rded(Great Britain: clays Ltd, St. Ivs, plc,2000), 12.
51David.N.Aspinel, Second International handbook of lifelong learning in higher education,(London, New York: Springer, 2012), 501.52Ibid:54..53Ibid:52.54Ibid:lii.55Christopher, K, Knapper and Arthur Cropley,Lifelong learning in higher education,3rded(Great Britain: clays Ltd, St. Ivs, plc,2000),07.56Ibid:8..57Ibid:11.58Ibid:8.
Chapter Two:Research DesignIntroductionThis chapterdeals with the description of the research designofthe present study. Itshows what kind of research techniques used in the analysis of the BAC examinationpapersso as to answer the research questions stated in the general introduction.In addition, thischapter is divided into two main sections that deal with the data analysis; the first one isconcerned with the description of the corpus under investigation anddiscussesthe differentpoints related toourresearch. The second section explainsthe procedures of data analysisrelating tothe interpretation and explanation of the obtained results.2.1. Procedures of Data CollectionThe corpus under investigation is composed ofeight papers of the BAC examinations inLetters and Foreign Languages selected in a regular waystartingfrom 2007until 2014.Furthermore,to conduct this investigationHauenstein"sconceptual framework will beadopted.2.2. BAC ExamsiDefinitionBAC exams are official exams that are designed by theMinistry ofNational Educationeach year to evaluate the thirdyear secondary school students. Thestudentswho succeed inthis exam will have theopportunity to carry on their studies at the university.The English examination aimsat evaluating the learners" ability to understand a readingpassage. Accordingly, it is seen as an achievement test as it determines the extent to which thestudentshavelearnedfundamental structures and vocabulary essential to express the main
functions of a language. Moreover,the candidates will be evaluated according to their masteryof language, namelysyntax, morphology,and lexis. Besides, they are assessed on theircapacity to produce written expressionswhich arewhetherguided or not.BAC exam papersof Englishare divided into two parts. The first one is called "Reading"which contains two other sections; the first section is"Comprehension"whichaims atevaluating the students" comprehension of the text. The second section, on the other hand,isnamed "Text exploration"and itis related to vocabulary, grammar and other language forms.As for the second part, it is named "written expression".Thispartis designed to assess thestudents" competencies in writing. In this part of the exams, thestudents are given theopportunity to choose one of the two proposed subjects. Hence,the studentscan select thesubject that seemsto bethe easiest for them.2.3. Procedures of Data AnalysisThe BAC exampapersare analyzed according to Hauenstein conceptual framework.This theory is a composition of three domains:the cognitive domain, affective andpsychomotor domain. Thesethree domains arein fact sub-domainsintegratedin the maindomain namely"the Behavioral domain"which contains five levels that areas follows(acquisition, assimilation, adaptation,performance and aspiration).The results of the BACexams are analyzed following the mixed method that combines both quantitative andqualitative methods of analysis; the first one comprises the use of thedescriptive statisticalmethodwhich describesthe obtained resultsin terms of numbers,and the second onerelatestothe interpretationof those results.2.4. Descriptive Statistical MethodWe used thearithmetic mean,which is calculated as follows:
The arithmetic mean:X = (Z × 1OO) /Y"X"is the calculated percentage."Z"refers tolong/short term objectivesor both."Y"refers tothe total number of activities.The obtained resultswill bepresented in percentagesthen displayedin tablesand ahistogramfor a better understanding of the issueand for the sake of readability.2.5. Content AnalysisThepresentstudy is based on the content analysis since we are going to analyze the BACexaminations. According to Klaus Krippendorff "content analysis is a research technique formaking replicable and valid inference from texts to the context of their use"1.That is to say itis a technique that is based on written discourse which provides a clear explanation of aparticular phenomenon.The steps that we followto analyze the BAC papers correspond to Hauenstein"scategories, which itself represent short orlong term objectives as it hasalready beenmentioned in the review of literature. So, we check each activity and see ifittestsshort orlong term objectives.In brief, the way to conduct this investigation is as follows:Collecting BAC papers.Proceedin an in-depth analysis of the BAC papers.Transcribing the written results into percentages by applying thedescriptivestatistical methodin order to see howmany tasks assess short/long termobjectives. Accordingly, to come to the conclusion if the BAC papers ingeneral focus on short/long term goalsor both.
2.6.The ApproachIn the present research it is Hauenstein"s abbreviated taxonomy ofeducational objectiveswhich is used. More specifically, we use the "Behavioral Domain" of the taxonomy to figureout whether the BAC examination papers focuson long or short term objectives or both. Atthis stage,itis necessary to indicate thatthecentral part of the approach that we used in ourresearch is thebehavioral domainfollowedby the other domains, namely the"cognitivedomain","the affective domain", and "the psychomotor domain"which in their turn includethe sub-categories. For example, one of the main categories of short-term objectives is"Acquisition"that is a part of the"Behavioral domain"includesa number ofsub-categoriesnamely:"receiving, perception andconceptualization"which intheir turn includesub-classes. Indeed"conceptualization"involves: "identification,definition andgeneralization","receiving"involves: "awareness,attentiveness andwillingness" and"perception"entails:"sensation,recognition,observation andpredisposition".It has been indicated that"theBehavioralDomain framework provides a simple anduseful general tool for understanding learning, while the Cognitive Domain framework issimilarly useful for understanding thinking."2Thefollowing tablepresents Hauenstein"staxonomy:Behavioral domainCognitivedomainAffective domainPsychomotor domainShort-term objectives:1-AcquisitioniReceivingiPerceptioniConceptualizationConceptualizationiIdentificationiDefinitioniGeneralizationReceivingiAwarenessiAttentivenessiWillingnessPerceptioniSensationiRecognitioniObservationiPredisposition
2-AssimilationiRespondingiComprehensionisimulationComprehensioniTranslationiInterpretationiExplorationRespondingiAcquiescingiComplyingiAssessingSimulationiActivationiImitationiCoordination3-AdaptationiValuingiApplicationiconformationApplicationiClarificationiSolutionValuingiAcceptingiPreferringiConfirmingConformationiIntegrationistandardizationLong-term objectives4-performanceiBelievingiEvaluatingiProductionEvaluationiAnalysisiQualificationBelievingiTrustingiPreferringiConfirmingProductioniMaintenanceiAccommodation5-AspirationiBehavingiSynthesisiMasterySynthesisiHypothesisiResolutionBehavingDemonstratingModifyingMasteryiOriginatingiPerfectionTable 1:Hauenstein"s Abbreviated Taxonomy of Educational Objectives3(For ethical considerations, itis necessary to mention that we adopted the theory in its integraltext)2.6.1.TheExplanationof Hauenstein"sFramework (The BehavioralDomain)The first point to bear in mind in order to understand the behavioral domain of thetaxonomy is that the latter involves short termand long term objectives.The former include"Acquisition", "assimilationand "adaptation" whereas the latter include "performance" and"aspiration".
First of all, "acquisition" means reception, perception, and conceptualization of conceptsand ideas in a particular context can be performed by the students. Next,assimilation relatesto the fact of being able to understandand produce relevant responses in a given context aswell as transferring and transforming"concepts, ideas and perceptions" in the same context.In addition, adaptation involves"ability to modify knowledge, skills and dispositions whichconform to ascribed qualities."Ability to demonstrate intellectual and physical abilities andskills with desired qualities and characteristics",and this for the sake of solving a problem orperforming a task in agiven context.Moreover, performance turns around"the ability toevaluate situations and be productive. Include the act of analyzing, qualifying, evaluating andintegrating knowledge, values and beliefs to act in accord with the situation."Finally,aspiration indicates the extent to what the students"can synthesize, hypothesize and solvecomplex problems and seek to originate and perfect their abilities and skills."4These different categories serve to give an explanation aboutthe types of activitiesused in the BAC examinations.2.6.2.The Rationale behind the Application of Hauenstein"s Taxonomy inTestingIt is important to note that the main objective of designing the taxonomy by Hauenstein is"to improveinstructional design, to help teachers be aware of learning levels."5This clearlymeans that the taxonomy covers both teaching and testing; because instruction is not onlyrestricted to teaching. Indeed, it covers both teaching and testing. In addition, teachers cannotknow the learning levels of their students without testing them. Moreover, it has been statedthat the taxonomy"s is applicable in the educational context in which testing is included.Finally, the strongest argument which supports the idea of the applicability of Hauenstein"staxonomy in testing is that any instructionalobjectives which are designed in a given
curriculum should be taught to the students who themselves should be tested on thoseobjectives to make sure that the objectives have been learned.ConclusionTo sum up, this chapter focusedon explaining in details the research design of the study.Indeed, it presentedthe procedures of data collection by showing how written data wasgathered and transcribed into numbers to facilitate the analysis. Thus, the mixed method andthedescriptivestatistical method have been used.This permits ustoconfirm or disconfirmthe hypothesesadvanced in the general introduction, which consist ofshowingwhether theBAC examinations focus on long/short term objectives or both.In addition, the chapterdiscussed the approach to be used in our study and the rationale behind its applicability in thefield of testing.
Notes1Klaus, K, (2012)Content Analysis: An Introduction to its Methodology.Sage Publication.2Mosley, D,eal, Framework forThinking: A Handbook for Teaching andLearning,(USA:Cambridge University Press,2005),273.3Ibid:273.4Ibid: 272.5Ibid: 277
Chapter Three:Presentation and Discussion of the FindingsIII.1 ResultsIntroductionThis chapter aims at presenting the different findingsobtainedthrough corpus analysis ofeight BAC examination papersof the third-year secondary school intheEnglish language.The examination papers under analysisinclude 96 activities.The mainpurposeof this chapteristo show if the BAC exam papersfocus on the short or long term objectives or on both. Forthe sakeof visibility and readabilitythe resultsare presented in percentages, displayed intables and highlighted in a histogram.Also, for abetter understanding of our findings we usedAppendix Onewhichshows thedescription of the BAC activities and to which level theycorrespond in Hauenstein"s framework.3.2.Presentation of the ResultsThe following tables show the results obtainedduring ouranalysisof the BACexamination papers in relation to learning objectives. Thus we are going to design threetables. The first table is related to long-term objectives, the second table deals with short-termobjectives, and the last and the third table presents the results of the activities involving bothlong-and short term objectives. The resultsare presented in numbersfollowed by percentages.First of all,we proceed in the presentation of the resultsobtained from our analysisregarding short term-objectives.Learning objectivesSub-categoriesNumber ofactivitiesPercentage%Short-termShort-term objectives are divided into:4445.83%
objectivesiAcquisition: activities which requirelearners to identify given points inthe text.iAssimilation: activities that requirelearners to comprehend what is saidin the text.iAdaptation: activities that requirelearners in applying some aspects ofthe language such as to supply thecapitals and punctuation.Table 2:Short-Term Objectivesin the BAC ExaminationsAfter having dealt with the presentation of the results about the inclusion of short-termobjectives in BAC exams, the following table is devoted to long-term objectives.Learning objectivesSub-categoriesNumber ofactivitiesPercentage %long term objectivesLong term objectives are divided into:iPerformance: activities thatrequire learners to produceknowledge.iAspiration: activities thatrequire learners to synthesize.
2425%Table3:Long-Term Objectivesin the BAC ExaminationsThetwo above tables deal with the presentation of the results with relation to theimplementation of short and long term objectives in the BAC exams respectively. As regards
the implementation of the activities entailing bothshort and long term objectives, the resultsare to be presented in the following tableLearning objectivesCategoriesNumber of activitiesPercentage %Short and long termobjectivesBoth2829.17%Table 4: Short and Long Term Objectivesin the BAC Examinations3.2.1. The Interpretation of theResultsRelaying on Hauenstein"s conceptual framework we have analyzed every single activityand managed to discover whether it focuses on short/long objectives or both. After a deepanalysiswe have noticed that the majority of the tasks focus onSTOswith a percentage of45.83%. In addition,the analysis showed thatthe BAC examsfocus onboth short and longterm objectives with a percentage of 29.17%, finally,some tasks focus onLTOswith apercentage of 25%, as the following diagram shows:
Diagram 1: The Percentages of Learning Objectives in BAC ExamsHaving finished with the presentation of the main categories dealing with the learningobjectives in the BAC exams the following table illustraquotesdbs_dbs20.pdfusesText_26