Math Exam Triggers Debate Among Teachers During BEM 2025 Marking Process

The correction of the June 2025 Brevet d'Enseignement Moyen (BEM) exams began Monday across Algeria, with the mathematics paper sparking widespread debate among examiners over a marking scheme deemed too rigid and disconnected from student diversity.

Hundreds of teachers reported to correction centers nationwide on June 16 under strict supervision and clear pedagogical guidelines issued by the National Office for Exams and Competitions (ONEC). While the overall process has unfolded in an organized and fair atmosphere, the mathematics exam quickly became a focal point of concern.

According to reports from Echorouk, many examiners criticized the official marking scheme for its severity—particularly in exercises related to analysis and functions. Teachers expressed that the criteria failed to accommodate different student approaches and learning styles, instead prioritizing technical precision over demonstrated effort and understanding.

During the initial round of corrections, educators reviewed the marking scales while adhering to ONEC protocols. Many called for modifications to contentious points, emphasizing a shift toward a more motivational and psychologically sensitive approach.

“There’s a need to reward students for attempting a solution, even if they couldn’t complete it perfectly,” one examiner noted. Others stressed that the complexity of the problems, compounded by the strict criteria, created a grading environment unfavorable to average students.

In contrast, other subjects—such as Arabic, Islamic education, natural sciences, and history-geography—were met with more positive feedback. Marking for these exams has progressed smoothly, with teachers praising the balance and fairness of the question sets.

The mathematics debate has reignited discussions about reforming Algeria’s grading standards to better reflect student effort and encourage learning. With final results expected by the end of June, education stakeholders may soon face growing calls for more flexible, student-centered assessment methods in future BEM sessions.