E3S Web of Conferences (Jan 2023)

The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option

  • El Filali Saadia,
  • Assermouh Jalal,
  • El Yaakoubi Khadija,
  • Morabite Oumaima

DOI
https://doi.org/10.1051/e3sconf/202341201043
Journal volume & issue
Vol. 412
p. 01043

Abstract

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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.

Keywords