Our study is part of the Erasmus-CORETEV European project (North-South Co-construction of a Network of Expertise for the use of new Technologies in Evaluation), which aims to modernize educational systems by utilizing information and communication technologies (ICT) while adopting a quality approach to learning assessment.
In this regard, this research presents an innovative approach to remote formative assessment within a self-directed course designed for third-year students in Electronics and Industrial Computing (EII) at the Faculty of Sciences in El Jadida for the academic year 2022-2023. To ensure rigorous pedagogical alignment, this approach is developed in close collaboration with the course objectives and content, aiming to ensure the relevance and validity of assessments while promoting continuous improvement of learning.
The implemented online self-learning platform aims to support learning through formative assessments based on rigorously designed multiple-choice questions (MCQs) that incorporate degrees of certainty. Consequently, these MCQs enable precise and detailed evaluation, distinguishing student responses based on their level of certainty. This approach encourages critical and reflective thinking, as well as a deeper evaluation of the validity of propositions before making a choice.
Indeed, the objective is to identify students' weaknesses and provide them with tailored feedback, guiding them towards effective knowledge acquisition and continuous improvement of their performance. To achieve this, specific indicators are utilized from the tests to provide students with constructive and personalized feedback covering both cognitive and metacognitive aspects, based on their degree of certainty. These feedbacks stimulate in-depth reflection on acquired skills, thus fostering autonomous progression.
Following the implementation of this approach, a thorough analysis of the results was conducted using a mixed-methods methodology that combines qualitative and quantitative approaches. Quantitative data was collected from student responses during the tests and used to measure improvements in student learning performance. Statistical analyses were performed to examine trends, correlations, and significant differences in responses.
Additionally, qualitative data was collected from participants' responses to a satisfaction questionnaire administered at the end of the course. Content analysis was employed to extract pertinent information regarding students' perceptions of the effectiveness of the approach, the relevance of provided feedback, and their impact on learning.
The results of the formative assessment approach utilizing rigorous MCQs and degrees of certainty provided an in-depth understanding of its effectiveness and impact on student learning. These findings demonstrated significant improvements in student learning performance and high satisfaction with the approach and received feedback.
In conclusion, our formative assessment approach using rigorous MCQs and degrees of certainty is situated within a quality pedagogical framework and actively supports student learning. It opens new opportunities to enhance learning assessment practices by fostering a comprehensive understanding of the learning process and enabling more effective support for students' learning, aligning with the objectives of the Erasmus-CORETEV project.