Towards Quality Assessment in an EFL Programme

Ali, Holi Ibrahim Holi; Ajmi, Ahmed Ali

doi:10.5539/elt.v6n10p132

Cited by 8 publications

(2 citation statements)

References 18 publications

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“…Cognitive engagement is a topic of concern to many teachers and stakeholders in the Moroccan educational field, and it represents a daily challenge for the teachers of the Ben M'Sick faculty, who constantly search to develop ways to cognitively and behaviorally engage their students in learning, especially as there are studies that show that in higher education the culture of disengagement is very abundant among students and a significant proportion show academic disengagement [23], [24]. Other research shows that students' study behaviors have a real impact on their learning [25].…”

Section: School Engagementmentioning

confidence: 99%

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

Laaziz,

Chemsi,

Radid

2023

Int. J. Emerg. Technol. Learn.

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The size of the group is an important subject to discuss, especially in light of the challenges that appear with the trend toward large institutions with large student bodies in higher education, including the quality of student integration and the quality requirements that higher education must meet in light of the high qualifications demanded by the world of employment. In this study, we examine the effect of learning-group size on students’ cognitive and behavioral engagement. In a quantitative approach, a questionnaire survey is used to collect data from 234 students at the Hassan II University in Casablanca. The purpose of this research is to demonstrate the influence of group size on students’ cognitive and behavioral engagement. The participants were separated into 140 students in large groups and 94 small groups. A questionnaire measured the impact of group size on participants’ cognitive and behavioral engagement and had a Cronbach’s alpha value of 0.9. According to the study’s findings, group size should be taken into account because it affects most factors related to cognitive and behavioral engagement. To increase student involvement and boost their academic achievement, it is advised that more empirical research should be done in order to develop pedagogical strategies to control this difference much better.

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Section: School Engagementmentioning

confidence: 99%

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

Laaziz,

Chemsi,

Radid

2023

Int. J. Emerg. Technol. Learn.

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“…The classic paradigm centered on the transmission of knowledge is shifting towards a new, active e-learning paradigm in which the learner is responsible for constructing his or her own knowledge. Under these conditions, the learner's role becomes paramount Ali, H. et Ajmi, A. (2013).…”

Section: Introductionmentioning

confidence: 99%

Study of the Digital Transformation of Higher Education Establishments: The Case of the Moroccan University

ELANSARI,

LOULID

2023

MINAR Journal

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The aim of this research is to study the digitization of Moroccan universities. To achieve this objective, we adopted a qualitative approach, interviewing the administrators of the elearning system to find out how this training was organized at university level. The main findings of our study reveal that the main objective of digital learning was to digitize courses, without guaranteeing interactive learning spaces from which students can derive the same benefits as face-to-face learning. And that the organization of the e-learning service has an indirect effect on the perceived quality of the e-learning service. This indirect link is mediated by the variable pedagogy in its two forms: on the platform and face-to-face. Given that educational institutions need to design appropriate and effective content, implement an efficient delivery system and provide digital literacy training to their current faculty in order to achieve better learning outcomes

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Authentic Assessment in the Listening Comprehension Classroom: Benefits and Implications

Morales

Fernández

2019

GIST

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This research paper discusses the benefits and implications of bringing authentic assessment into listening comprehension classes. The study was run in 2016 based on a QUAL-Quan model to research and included 38 college students enrolled in a listening comprehension class at an English Teaching Major (ETM) from the University of Costa Rica (UCR). Data collection instruments included plans of improvement, portfolios, self-assessment forms, teacher-student conferences, verbal calls, and impromptu reflections. Data were validated through several procedures and analyzed in the form of emerging themes from the information collected. Findings are that authentic assessment can and should be used more in listening comprehension classes to bring assessment and instruction together, as well as to provide opportunities for skills integration. The study yields implications for theory and practice, and it constitutes a proposal to move from traditional to process evaluation, and from norm-referenced testing towards more criterion-referenced assessment. Nonetheless, the aim should not necessarily be a radical ‘no’ to paper-and-pencil tests, but a more balanced use in combination with other strategies so that assessment becomes more reliable, valid, fair, and authentic for all EFL actors involved. Keywords: authentic assessment, testing, listening comprehension, portfolio, weekly plans

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Towards Quality Assessment in an EFL Programme

Cited by 8 publications

References 18 publications

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

Study of the Digital Transformation of Higher Education Establishments: The Case of the Moroccan University

Authentic Assessment in the Listening Comprehension Classroom: Benefits and Implications

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