Examens de l'OCDE du cadre d'évaluation de l'éducation : Maroc

Maghnouj, Soumaya; Bélanger, Julie; Clarke, Marguerite; Fordham, Elizabeth; Kitchen, Hannah; McGregor, Isobel

doi:10.1787/9789264301832-fr

Cited by 4 publications

(4 citation statements)

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“…For instance, items that are too easy or too difficult for a test taker do not provide meaningful information about her proficiency. When item selection is targeted to the test takers' abilities, measurement information about the test taker can be maximised Test scores of adaptive tests are based on the level of difficulty of questions the test taker has reached, rather than on the number of correctly answered questions (Foster, 2023[72]; Luecht, De Champlain and Nungester, 1998 [73]).…”

Section: Adaptive Testingmentioning

confidence: 99%

Untapping the potential of resource banks in the classroom

2023

OECD Education Policy Perspectives

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Resource banks support learning in classrooms by improving the quality of teacher instruction and assessment. They are typically online platforms that include examples of curriculum-aligned assessment tasks and complementary instruction, assessment and learning materials. These can be used by teachers, students and parents to improve learning in schools. While resource banks have become an important curriculum and assessment tool in many OECD countries, information about them remains scarce. This policy perspective provides a framework to help educators plan, design and use resource banks. First, policymakers should have a thorough concept of the resource bank and carefully plan its governance and resourcing structure. Second, the definition and development of its content and the platform's underlying technology should be guided by quality, security and privacy principles that place users at the centre. Thirdly, once released, it is important to promote awareness of the resource bank to key stakeholders and maintain content and IT-support. This will ensure resource banks have a long-lasting and positive impact on educational practices.

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Section: Adaptive Testingmentioning

confidence: 99%

Untapping the potential of resource banks in the classroom

2023

OECD Education Policy Perspectives

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“…Qualitative Study and Construction of the Corpus. e scheme adopted in this research is generally based on research that was tried and tested and that is part of the validation and accreditation of quality indicators in an organization similar to ours (teaching and education) [19][20][21]. Although there are several models that can be drawn upon, there are very few steps that can be taken to complete the construction of a quality indicator system.…”

Section: Steps Of the Studymentioning

confidence: 99%

Validation and Development of a Moroccan School Quality Evaluation System

Berbar

Lotfi

Talbi

2021

Education Research International

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Evaluation is currently at the heart of the priorities of education systems. It is not limited to learning but affects several aspects: teachers, schools, training, management, education policies, and the system as a whole. There is a need in this area where research is extremely scarce in Morocco and especially in the teaching and education sector. The notion of transposing quality evaluation to the pedagogical side is very difficult and ambiguous. The evaluation of a school is a complex process, with varied practices and multiple actors. The first objective of this work is to present, within a rigorous methodological framework, the validation of pedagogical and administrative quality indicators in schools. This tool is a dashboard with precise indicators for the pedagogical audit of schools and educational institutions adapted to the Moroccan context. To select the best indicators, we used several techniques (structured interviews, focus groups, factor analysis, etc.) with the actors who carry out their activities. We identified three (03) fields and ten (10) criteria with indicators that form the basis of a quality assessment. The fields are management and strategic planning, administrative and sector management, and pedagogical organization.

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“…Adding also the lack of national evaluation reference with elements to measure the quality of schools in some developing countries, as pointed out by Maghnouj [10]. This lack of a system clashes with national identity and cultural and religious sensitivity, as Billing and Van Damme [11,12].…”

Section: Introductionmentioning

confidence: 99%

A psychometric study: The validation of a school quality assessment tool

Berbar¹,

Lotfi²,

Essaoudi³

et al. 2022

Obraz. nauka

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Introduction. School evaluation is a complex process, and it is now a central priority for education systems with varied practices and multiple actors. It affects many aspects: teachers, institutions, training, management, educational policies, and design. Thus, it is necessary to think first about the regulation of the indicators that will serve as a system of valuation/sanction of the quality measured.Aim. The present research aims to construct a grid for evaluating pedagogical and administrative quality of secondary school. Furthermore, producing a quality evaluation system based on indicators to allow quality to be witnessed remains a challenge. We have optimized and validated a coherent evaluation system of indicators (School Quality Assessment System SEQES). It is based on rigorous scientific research, evaluating school quality and testing with 196 stakeholders (school administrators, teachers, educational inspectors, and planning).Research methodology and methods. The design and validation of this evaluation grid were carried out based on Churchill’s (1979) theory of measurement with a methodological process of numerous steps of analysis and emergent categorisation of items, scaling, refinement, and field testing.Results and scientific novelty. The exploratory factor analysis (EFA) was administered to 196 stakeholders and initially yielded 153 items from 289. They articulated qualitative steps (interviews with members of audit cells, techniques: Focus Group, TGN, TRIAGE) and quantitative (Exploratory Factor Analysis). The results made it possible to identify a scale of seven dimensions and fields of 37 items, considering theoretical, empirical, and methodological considerations.Practical significance. This measurement instrument is a toolbox that can be developed for decision-makers to establish a reference system for systematic external quality evaluation at the national level and a toolkit for inspectors and headteachers.

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Examens de l'OCDE du cadre d'évaluation de l'éducation : Maroc

Cited by 4 publications

References 0 publications

Untapping the potential of resource banks in the classroom

Untapping the potential of resource banks in the classroom

Validation and Development of a Moroccan School Quality Evaluation System

A psychometric study: The validation of a school quality assessment tool

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