Assessment of Learning and its Practices in the Secondary School through Reforms of the Moroccan Education System

Abstract

Assessment of pupils' prior learning is a central issue in the development of an educational system. Evaluative practices should no longer be limited to rating, but include activities related to learning, performance of tasks, activities, or even observation of conduct that will inform the teacher’s judgement of the learner’s work.
Within this framework, the Moroccan education system adopting the competency-based approach has undergone profound changes to increase its effectiveness. Its reform, aimed at raising the level of pupils and improving the quality of teaching and learning, recommended revising the assessment system and making it consistent with the competency-based approach.
In this perspective, the purpose of our research topic is to discuss the views of teachers on the practices of physical science learning assessment methods for high school students.
To do this, we have opted for a survey methodology based on a quantitative and qualitative analysis of the responses recovered following a specialised questionnaire.
The study pointed out that for the majority of teachers, evaluation is a tool that mainly makes it possible to modify teaching practice. It is also a tool to get to know students better and to promote exchanges with them. For all teachers, the evaluation makes it possible to better rate pupils, to know whether the learning objectives are being achieved or not and to remedy the difficulties encountered by pupils. On the other hand, the excessive number of learners, the lack of time, the too busy school curriculum and the heterogeneity of the class are obstacles to the practice of evaluation of learning.