Practices for the evaluation of learning in higher education Case of the Ben M'Sik Faculty of Science
Article Sidebar
Main Article Content
Abstract
At university as at other levels of education, assessment is an integral part of the daily tasks of teachers.
The objective of this article is to examine the practices of the evaluation of learning in higher education and in particular at the Ben M'Sik faculty of sciences, after ten years of adoption of the LMD system (License, Master, Doctorate).
The methodology of this study is based on the dispatch of a questionnaire to a group of teachers who answered several items relating to these six dimensions: Discipline, course characteristics, assessment tools, teaching practices. evaluation, teacher / student communication and the involvement of the teaching staff in improving the evaluation of learning.
A second questionnaire was sent to students from the same college, consisting of three dimensions: Pathway, Teacher / student communication, assessment practices.
This study allowed us to detect a dysfunction in the evaluation of learning due to certain learning conditions (Staff, material and human resources ...) and certain practices and which relate to:
• Course objectives.
• The absence of a repository of controls and examinations.
• Teacher / student communication.
• The skills targeted by the assessment.
• The evaluation of the required meadows.
• The assessment tools used that are not diverse.
• Analysis of student errors.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Abderrahim HAROUCHI; Pour un enseignement efficace : l’approche par compétences
Blais J.G, Laurier M., Van der Maren J.M., Gervais C., Lévesque M., Pelletier G.(1997). L’évaluation des apprentissages à l’université de Montréal et dans ses écoles affiliées. Montréal groupe de Recherche Interdisciplinaire en Pédagogie Universitaire.
Gilles,J.-L, Detroz, P., Blais, J.-G.(2011). An international on line survey of the practices and perceptions of education professors with respect to the assesment of learning in the classroom. Assesment and Evaluation in Higher Education, volume 36, Number 6, pp.719-733. DOI: https://doi.org/10.1080/02602938.2010.484880
Marc ROMAINVILLE, l’évaluation des acquis des étudiants dans l’enseignement universitaire (2002).
Pr. Dénis Dougnon, Bourema KONATE, Mme TRAORE Kadaouyé DAMBA et Kalilou SIDIBE, les pratiques d’évaluation des apprentissages à l’université (2007).
Said El Melhaoui, Abdellali Kaaouachi, Brahim Ouafae, les déterminants des pratiques d’évaluation des apprentissages à l’université Mohammed Premier, colloque national L’enseignement supérieur au Maroc : quel enseignement pour quelle efficacité ? Rabat 12 décembre 2012.
BEAU D. (1996). La pédagogie des adultes à l’usage des formateurs et des enseignants.
Ancelin-SCHUTZENBERGER A. (1992). Le jeu de rôle ESF Edition, paris.
Note 45 Ministère de l’éducation national Maroc
Bireaud A. (1990); méthodes pédagogiques dans l’enseignement supérieur. Les éditions DOI: https://doi.org/10.3406/rfp.1990.1384
Abderrahmane TOUMI ; l’approche par compétences: un nouveau regard sur l’élaboration des curricula et la planification des apprentissages.