2015年-世界发展银行全球_Morocco_Student_Assessment___SABER_Country_Report_2015_54页_560kb

Morocco Student Assessment Summary

Core Content

The document presents an analysis of the student assessment system in Morocco through the lens of the World Bank's SABER (Systems Approach for Better Education Results) program. It outlines the status of three main types of assessment: Classroom Assessment, Examinations, and National Large-Scale Assessment (NLSA), as well as participation in International Large-Scale Assessment (ILSA). Each assessment type is evaluated based on its development level, which is determined by three quality drivers: Enabling Context, System Alignment, and Assessment Quality.

Main Assessment Types and Their Status

1. Classroom Assessment - Emerging

• Overview: There is a formal document outlining classroom assessment guidelines, which is publicly accessible.
• Resources: Teachers have access to curriculum documents, textbooks, and item banks, but lack explicit evaluation criteria and rubrics.
• Use: Classroom assessment is often used as an administrative tool rather than a pedagogical resource. It provides limited feedback to students and focuses on recall rather than deeper understanding.
• Monitoring: Only school inspections and teacher supervision are used to monitor quality. No formal mechanisms exist for quality assurance or improvement.
• Policy Recommendations:
  • Introduce focused training on classroom assessment for teachers.
  • Develop a guidebook on assessment techniques for educators.
  • Incorporate classroom assessment into teacher performance evaluations.
  • Implement an external moderation system to standardize assessments and scoring.

2. Examinations - Established

• Overview: The Baccalaureate Examination has been in place since 2003 and is used for certifying secondary education completion and higher education admission.
• Structure: The examination is aligned with the national curriculum and includes both essay and multiple-choice formats.
• Funding and Support: Regular government funding supports the examination, including research and development. The National Center for Evaluation, Examinations, and Orientation (NCEEO) oversees the process.
• Human Resources: The NCEEO is adequately staffed, but test administrators (mostly teachers) often lack sufficient training.
• Issues: Inappropriate behaviors (e.g., cheating, using unauthorized materials) have been reported, and while results are perceived as credible, there are concerns about confidentiality.
• Policy Recommendations:
  • Implement systematic quality assurance mechanisms (e.g., external reviews, field testing).
  • Develop a comprehensive technical report and make it publicly available.
  • Ensure mandatory training for test administrators, including pre-examination quizzes to assess knowledge.
  • Establish clear guidelines for appropriate behavior during examinations and specify consequences.
  • Introduce unique identification numbers for students to maintain confidentiality of results.

3. National Large-Scale Assessment (NLSA) - Emerging

• Overview: The NLSA, known as Le Programme National de l'Evaluation des Apprentissages, was first conducted in 2008 for primary and secondary students in Arabic, French, mathematics, and science.
• Coverage: It is administered to a representative random sample and is aligned with the national curriculum.
• Funding: Regular funding supports the NLSA, but not research and development.
• Human Resources: The NLSA is managed by the NCEEO, with regional academies handling administration and teacher training.
• Issues: Limited training for administrators and teachers, unclear guidelines, and insufficient mechanisms for using assessment results in policy or practice.
• Policy Recommendations:
  • Develop a formal written plan for the next 2-3 assessment rounds.
  • Provide more training for NLSA staff, especially in data analysis and policy use.
  • Expand opportunities for preparation, such as more workshops and international training.
  • Increase support for research and development to enhance the NLSA's effectiveness.

4. International Large-Scale Assessment (ILSA) - Established

• Overview: Morocco has participated in PIRLS (2006, 2011) and TIMSS (2007, 2011, 2015) assessments, and is preparing for PIRLS 2016.
• Funding: The Ministry of National Education and Vocational Training provides regular funding for ILSA.
• Human Resources: Morocco has effective human resources and meets technical quality standards.
• Impact: It is unclear whether ILSA data has positively influenced student achievement. Media coverage of results is limited.
• Policy Recommendations:
  • Increase the use of ILSA data in policy-making and education improvement.
  • Promote greater transparency and communication of ILSA results to stakeholders.

Key Information

• Development Levels: The system is categorized into four levels: Latent, Emerging, Established, and Advanced. Morocco is generally at the Emerging level for classroom assessment and NLSA, and at the Established level for examinations and ILSA.
• Quality Drivers:
  • Enabling Context: Includes policies, funding, institutional arrangements, and human resources.
  • System Alignment: Refers to the congruence of assessment activities with learning goals, curriculum, and teacher training.
  • Assessment Quality: Involves the design, administration, and reporting of assessments.
• Stakeholder Involvement: The SABER report was developed in collaboration with local stakeholders and based on interviews, focus groups, and review of official documents.
• Challenges: Limited use of assessment data for pedagogical purposes, insufficient teacher training, and lack of mechanisms for improving assessment quality and ensuring confidentiality.

Conclusion

Morocco's student assessment system is evolving, with some areas (e.g., examinations) showing established practices, while others (e.g., classroom assessment and NLSA) require significant improvements. The SABER report highlights the need for better alignment of assessments with educational goals, stronger quality assurance mechanisms, and more effective use of assessment data to support teaching and learning. Policy recommendations focus on enhancing teacher training, improving transparency, and increasing the use of assessment results for systemic improvement.