Evaluation of the Trainings in Higher Education: Case of the Faculty of Science Ben M'Sik

Abstract

A University as other levels of education, evaluation is an integral part of the daily work of teachers. The objective of this article is to examine the practices of the evaluation of the trainings in the higher education and in particular to the Faculty of Science Ben Me Sik, after ten years of adoption of system LMD (Licence, Master degree, Doctorate). The methodology of this study is based on shipping a questionnaire to a group of teachers who responded to several items related to these six dimensions: discipline, characteristics of the course, tools of the evaluation, practices evaluation, communication teacher / student and involvement of teachers in improving learning assessment. A second questionnaire was sent to the students of the same faculty, made up by three dimensions: sector, Communication professor / student, Practices of the evaluation. This study allowed us to detect a dysfunction in the evaluation of learning caused by certain conditions of learning (Effective, human and material resources…) and certain practices that concern:The definition of the course objectives, the absence of a framework of controls and exams, communication teacher/student, the competences covered by the evaluation, assessment of prerequisites, tools of the evaluation used and analysis of student errors.

Analysis on the Actions of a Continuous Distance Training Session for Teachers and its Impact on Their Actual Practices

“…These teachers required an advanced level of knowledge in computer science in order to continue this training easily. • A mixture of the two languages of instruction, French and Arabic, appeared to be a learning barrier for science students in Morocco [55]. • The teachers were not consulted in advance of this training: they were not involved in building their learning or self-assessment.…”

School Evaluation: Approaches, Frameworks, and Indicators

“…• School-based self-evaluation • External evaluation by the inspectors who are trained and accredited to evaluate schools • Adequate and regular support leading to professional development programs designed to provide assistance and advice to individual staff members and schools as they seek to improve their performance • An agreed set of national criteria to ensure a coherent and consistent but flexible approach to evaluating performance in the education system • Published written reports on the performance of individual schools • Annual reports published by the Department of Education on the state of education in schools These different approaches to schools' evaluation as seen above have the importance of evaluating to what extent the school is adding value to the learners' knowledge, understanding, and skills. These approaches requires stakeholders such as school management team, teachers, learners, and parents to be open and collaborate with all evaluation activities (Tamani et al 2015). According to Mitchell et al (1997), a stakeholder in education can be a person or a group of people with the goal of achieving the objectives and aims of the organization (a school in this chapter).…”

An Analysis of Teacher’s Performance Evaluation at Private Schools: Kahramanmaraş and Gaziantep Sample

“…Regarding to the evaluating of educational organizations, Docekal and Dvorakova (2015, p. 3749) pointed out that "evaluation's individual phases or levels are interconnected just as with other factors out of the educational development programs". Tamani, Talbi and Radid (2015) stressed that evaluation should be carried out with all parameters -administrators, teachers, other human reseources. Among these, teachers play a key role in achieving school's goals as the policy practitioners.…”