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Abstract

All over the world, the COVID-19 health crisis has had an impact on the teaching-learning process. Since the closure of schools and the suspension of face-to-face classes, preventive and urgent actions have been put in place to guarantee pedagogical continuity. In Morocco, from September 7, 2020, the Ministry of National Education has declared the adaptation of distance education as a pedagogical form, with the possibility of covering face-to-face teaching, while allowing parents of students to choose the mode of teaching that suits their children. Faced with the experience of distance learning and technical problems related to internet access and the inadequacy of digital tools experienced the school year 2019-2020 most parents have chosen the face-to-face mode. Faced with this situation and in order to preserve the health security of students, the Ministry has implemented a teaching mode that consists of alternating groups of students in each class to attend face-to-face classes. From then on, this change emerged from new evaluation practices. The main objective of this study is to analyze the evaluation practices of school mathematics learning in Morocco during the COVID-19 pandemic, and to identify the different forms taken by formative evaluation in such circumstances. For this purpose, we opted for a qualitative approach based on a content analysis through the analysis of the continuous tests of 10 teachers of mathematics of the qualifying secondary cycle, addressed to their students of the scientific common core level during the first semester of the school year 2020-2021; as well as the realization of an interview with the same teachers, in order to explain the obtained results. The results demonstrate a certain deviation from the formative evaluation process, as well as a decline in the evaluation practices considered in COVID-19.

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Keywords

COVID-19, continuous checks, distance learning, hybrid teaching.