Comparing Distance Assessment to Face-to-Face Approach: case of LE- Maths in TETOUAN’s Higher Normal School
DOI:
https://doi.org/10.61707/0n1yqp12Keywords:
Distance Assessment, Face-to-Face Evaluation, ICTAbstract
Despite the challenges posed by the ongoing pandemic, there is a growing consensus that classroom assessment remains a more advantageous option for students than distance evaluation. The pandemic has catalysed developing robust information infrastructure and training qualified personnel to ensure educational continuity and assessment reliability. However, a recent comparative study on ENS maths students revealed no significant difference. This article examines the distance and face-to-face evaluations, presenting data from a comparative study during the pandemic.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
CC Attribution-NonCommercial-NoDerivatives 4.0