The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option
Formative evaluation (FE) of teaching and learning (TL) is a pedagogical innovation in many educational systems around the world, such as Switzerland, France, and Quebec. In Morocco, the Higher Institutes for Nursing and Health Technology (ISPITS) has introduced FE into its training curriculum, incl...
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| Format: | Article |
| Language: | English |
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EDP Sciences
2023-01-01
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| Series: | E3S Web of Conferences |
| Subjects: | |
| Online Access: | https://www.e3s-conferences.org/articles/e3sconf/pdf/2023/49/e3sconf_icies2023_01043.pdf |
| _version_ | 1797737721026838528 |
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| author | El Filali Saadia Assermouh Jalal El Yaakoubi Khadija Morabite Oumaima |
| author_facet | El Filali Saadia Assermouh Jalal El Yaakoubi Khadija Morabite Oumaima |
| author_sort | El Filali Saadia |
| collection | DOAJ |
| description | Formative evaluation (FE) of teaching and learning (TL) is a pedagogical innovation in many educational systems around the world, such as Switzerland, France, and Quebec. In Morocco, the Higher Institutes for Nursing and Health Technology (ISPITS) has introduced FE into its training curriculum, including the Health and Environment (HE) option. Our exploratory study of teachers of this option at ISPITS (N = 60) aims to examine the current state of practices relating to this type of assessment at these institutes. The results of this research revealed that 75% of teachers do not use formative assessment tools, 55% find that it increases their workload, and 48% report its interest to both teachers and learners. Half of the teachers agree that formative assessment should be operationalized systematically in the training process. Our study reports the gap between what competent bodies designed and validated and the actual practices used. Consequently, we believe that narrowing this gap will undoubtedly contribute to the development of learners’ specific skills in environmental responsibility and protection. |
| first_indexed | 2024-03-12T13:32:36Z |
| format | Article |
| id | doaj.art-951716abd95f40e088d77494e93af05c |
| institution | Directory Open Access Journal |
| issn | 2267-1242 |
| language | English |
| last_indexed | 2024-03-12T13:32:36Z |
| publishDate | 2023-01-01 |
| publisher | EDP Sciences |
| record_format | Article |
| series | E3S Web of Conferences |
| spelling | doaj.art-951716abd95f40e088d77494e93af05c2023-08-24T08:21:05ZengEDP SciencesE3S Web of Conferences2267-12422023-01-014120104310.1051/e3sconf/202341201043e3sconf_icies2023_01043The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment optionEl Filali Saadia0https://orcid.org/0000-0003-4694-9193Assermouh Jalal1El Yaakoubi Khadija2Morabite Oumaima3Applied Human Sciences Laboratory, Normal High School (ENS), Sidi Mohamed Ben Abdellah UniversityApplied Human Sciences Laboratory, Normal High School (ENS), Sidi Mohamed Ben Abdellah UniversityApplied Human Sciences Laboratory, Normal High School (ENS), Sidi Mohamed Ben Abdellah UniversityApplied Human Sciences Laboratory, Normal High School (ENS), Sidi Mohamed Ben Abdellah UniversityFormative evaluation (FE) of teaching and learning (TL) is a pedagogical innovation in many educational systems around the world, such as Switzerland, France, and Quebec. In Morocco, the Higher Institutes for Nursing and Health Technology (ISPITS) has introduced FE into its training curriculum, including the Health and Environment (HE) option. Our exploratory study of teachers of this option at ISPITS (N = 60) aims to examine the current state of practices relating to this type of assessment at these institutes. The results of this research revealed that 75% of teachers do not use formative assessment tools, 55% find that it increases their workload, and 48% report its interest to both teachers and learners. Half of the teachers agree that formative assessment should be operationalized systematically in the training process. Our study reports the gap between what competent bodies designed and validated and the actual practices used. Consequently, we believe that narrowing this gap will undoubtedly contribute to the development of learners’ specific skills in environmental responsibility and protection.https://www.e3s-conferences.org/articles/e3sconf/pdf/2023/49/e3sconf_icies2023_01043.pdfenvironmentformative evaluationispitslearningmoroccoprocessteaching |
| spellingShingle | El Filali Saadia Assermouh Jalal El Yaakoubi Khadija Morabite Oumaima The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option E3S Web of Conferences environment formative evaluation ispits learning morocco process teaching |
| title | The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option |
| title_full | The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option |
| title_fullStr | The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option |
| title_full_unstemmed | The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option |
| title_short | The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option |
| title_sort | role of formative evaluation in the teaching learning process at ispits in morocco exploratory study of teachers involved in the health environment option |
| topic | environment formative evaluation ispits learning morocco process teaching |
| url | https://www.e3s-conferences.org/articles/e3sconf/pdf/2023/49/e3sconf_icies2023_01043.pdf |
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