Formative E-Assessment and Behavioral Commitment of Students: Case of the Faculty of Science Ben M’sik

Ghizlane Chemsi, Mounir Sadiq, Mohamed Radid, Mohammed Talbi

Abstract


Digital technology contributes to the development of new teaching practices and a new assessment culture [1,2,3]. Various studies [4,5] show that digital technology facilitates the formative assessment process, an assessment mode that favors the learner’s commitment and encourages the learner to adopt an efficient learning method [6]. All the more, the media coverage of this type of assessment generates a large number of indicators enabling to analyze the behavioral commitment of students in their learning process.
The objective of this study is to analyze the impact of formative E-assessment on the students’ behavioral commitment based on the digital traces of the students’ work, this traceability is considered a very important source permitting to find out about the students’ behavioral commitment. The assessment was achieved via the interactive Moodle platform, it was tested on a group of students from the Faculty of Sciences Ben M’sik in Casablanca, Morocco. The results of the experiment carried out for a period of two years (2015-2016 and 2017-2018) revealed that the majority of the students are committed to take the assessment test. We observed a real implication of the latter, where the action traces of the students in terms of participation and contribution could be collected and analyzed by the teacher for feedback purposes.

Keywords


formative; E-assessment; Moodle; Behavioral commitment; Digital traces; Digital technologies.

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Copyright (c) 2019 Sadiq Mounir, Chemsi Ghizlane, Radid Mohamed, Talbi Mohammed


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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