Comparing Distance Assessment to Face-to-Face Approach: case of LE- Maths in TETOUAN’s Higher Normal School

Authors

  • Sara Mouali PhD student at AMCS Team, Abdelmalek Essaâdi University, Tetouan, Morocco
  • M. L. Sefian Professor at AMCS Team of Higher Normal School, Abdelmalek Essaâdi University, Tetouan, Morocco
  • I. Bakkali Professor at RPLTS team of Higher Normal School, Abdelmalek Essaâdi University, Tetouan, Morocco
  • W. El Alem Professor at ESD laboratory, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco.,, LERMA Laboratory, Engineering mohammedia School, Mohammed V University, Rabat, Morocco
  • A. L. Hemdanou PhD student at AMCS Team, Abdelmalek Essaâdi University, Tetouan, Morocco

DOI:

https://doi.org/10.61707/0n1yqp12

Keywords:

Distance Assessment, Face-to-Face Evaluation, ICT

Abstract

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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Published

2024-06-27

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Section

Articles

How to Cite

Comparing Distance Assessment to Face-to-Face Approach: case of LE- Maths in TETOUAN’s Higher Normal School. (2024). International Journal of Religion, 5(11), 2117-2126. https://doi.org/10.61707/0n1yqp12

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