Validation and Development of a Moroccan School Quality Evaluation System

Abstract

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.

Approaches and Tools for Quality Measurement Scales Validation in Education: An Initial Systematic Literature Review Collection

“…Especially, those in the development process, reform strategies, renovation of teaching, training, and management professions, which remains a first prerequisite for improving quality in schools [1]. On the other hand, constructing an evaluation system of indicators to test the quality remains a continuous challenge [2]- [5].…”