Alla, Aicha2023-11-122023-11-122023-06Alla,Aicha. Theoretical Cognitive-affective Approach . مجلة الباحث في العلوم الإنسانية والإجتماعية. مج 14ع02. 14/06/2023. جامعة الوادي [أكتب تاريخ الاطلاع] متاح على الرابط[أنسخ رابط التحميل2710-8171http://dspace.univ-eloued.dz/handle/123456789/29889مقالThe objective of the present study is to identify the Theoretical cognitive-affective approach to teachers' concepts in language assessment literacy it in Algeria, as well as the nature of the differences according to the following demographic variables: (Gender), and the sample consisted of 100 persons, with females=50 and males=50; The study tools included a scale prepared by Ibrahim Mohammad 2022, has been addressed by using standard statistical methods spss28 program, the descriptive approach was adopted, resulted the study at the following results: There are differences at the theoretical cognitive-affective approach to teachers' concepts in language assessment Literacy among language teachers in Algeria. There aren’t statistically significant differences at the level of significance (α =0.01) in the Theoretical cognitive-affective approach to teachers' concepts in language assessment Literacy in Algeria according to the variable gender.enAffective, Cognitive Concepts, Language Assessment, Theoretical, TeachersArticle