Open AccessTHE PRACTICES OF FORMATIVE EVALUATION OF LIFE AND EARTH SCIENCES IN MOROCCAN HIGH SCHOOL IN A SKILL-BASED APPROACH
Author(s) -
Hafsa Janah,
Abdelkrim Mahraoui,
Ahmed Hamdani,
Jabran Daaif,
Khadija Elkababi,
S. Benmokhtar,
Saïd Belaaouad
Publication year - 2021
Publication title -
xi'nan jiaotong daxue xuebao
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.308
H-Index - 21
ISSN - 0258-2724
DOI - 10.35741/issn.0258-2724.56.6.59
Subject(s) - formative assessment , christian ministry , curriculum , pedagogy , mathematics education , function (biology) , psychology , medical education , political science , medicine , evolutionary biology , law , biology
The introduction of the competency-based approach (CBA) in 2000 at Moroccan schools led to the establishment of a new pedagogy (integration pedagogy) and the revision of the evaluation system while favoring the use of the formative function of evaluation. However, on the ground, this change does not make it possible to diagnose the pupils' difficulties and then help them remedy them. Our study describes Moroccan teachers' current formative evaluation practices of life and earth sciences (LES) as they implement them in their daily classroom practices and consequently. It is needed to identify the gap between the real and the prescribed, that is to say, between the practices described and those targeted by the orientations and official directives, which are based on the competency-based approach, which puts the learner at the heart of the act of learning. In November 2019, we conducted an anonymous questionnaire for 115 LES teachers working in several Moroccan high schools. The results show that the formative assessment practices of most teachers do not follow the guidelines described and recommended by the curriculum, ranging from the planning and preparation of these assessments to the real and active involvement of learners. The teaching approach adopted by the ministry (CBA) remains marginal in classrooms because of its complexity and requirements, which remain far removed from the concrete conditions of its implementation.