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An algorithm is a consequence of logical instructions that, once executed, reduce to a result and it is not always evident to good understand its functioning. The progression of the technologies of information and communication and its availability in the teaching and in the learning offer the possibility to put at the disposal of the learners the tools that facilitate their learning. The algorithmic is a very important field in computer science; it is currently studied using different intelligent environments for human learning dedicated to each discipline. Algobase, is an Environment for assessment algorithms and learning resolution with decomposition of tasks. This is an editor that offers the learner opportunities to create, modify, evaluate algorithms and view mistakes. The assessment in this Environment is done through a matching of solutions.

The majority of the students of Computer Science often start directly writing a program code when they have been asked to resolve a problem in algorithms. Although, what is way more important is the algorithm the code has to represent. Learning how to design an algorithm which resolves a given problem it is not easy. In this paper, we propose a formative-diagnostic assessment approach which helps students on acquiring problem-solving skills that enable them to cope with problems and to design more efficient and elegant solutions. Aside from the fact that this approach brings a solution for delicate problem of e-assessment of algorithmic skills, in addition it is formative aiming at strengthening algorithmic competencies. Drawing inspiration from the basic principles of the algorithms field itself, it is based on using known components called: Basic Operations which are organized in a library. For modeling, solutions of each problem are regrouped in a bunch and each solution is represented by a plan which is the canonical representation of a program in an approach of program understanding. The purpose of this approach is to provide a formative and diagnostic assessment in order to empower the learner to acquire algorithmic problem-solving skills. Even if it has been conceived for algorithmic competencies assessment, this approach can easily be adapted to any field to assess its know-how.

Many systems for learning programming have been developed in view of learning programming is difficult. Unfortunately, a few tools for learning algorithmic have been developed. In this paper, we present Algo+, a tool based on Information and Communications Technology (ICT), to assess algorithmic competencies. Its pedagogical aim is purchasing algorithmic competencies, analyzing ability and refinement steps strategy to resolve a problem. Algo+ gives a problem to learner and let him/her resolve it graphically in terms of basic and elementary operations (operation well known in algorithmic) using the refinement steps strategy. After constructing solution, the last one is submitted to, not only a formative and diagnostic assessment (a formative feedback) but also a summative assessment. The role of this tool is to assess algorithmic skills and to make an evolutionary base of pedagogical errors for reusing it to enhancing the student's problem solving abilities.

This paper attempts to explore a new method to improve the teaching of algorithmic for beginners. It is well known that algorithmic is a difficult field to teach for teacher and complex to assimilate for learner. These difficulties are due to intrinsic characteristics of this field and to the manner that teachers (the majority) apprehend its bases. However, in a Technology Enhanced Learning environment (TEL), assessment, which is important and indispensable, is the most delicate phase to implement, for all problems that generate (noise…). Our objective registers in the confluence of these two axes. For this purpose, we focused essentially to elaborate an assessment approach of algorithmic competences in a TEL environment. This approach consists in modeling an algorithmic solution according to basic and elementary operations which let learner draw his/her own step with all autonomy and independently to any programming language. This approach assures a trilateral assessment: summative, formative and diagnostic assessment.