Volume 39, Issue 2, April 2023, Pages 724–729
Nezha El Mahmouhi1, Souad Kemmou2, Mohamed Benbrahim3, and Hafida Rachidi4
1 Laboratoire de Géologie Appliquée : Ressources minières, ressources en Eau, Patrimoine géologique et Environnement, Faculté des Sciences de Rabat, Université Mohammed V- Agdal, Morocco
2 Laboratoire de géologie appliqué, Faculté des sciences, Université Mohammed V, Agdal Rabat, Morocco
3 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
4 Ministry of National Education, Preschool and Sports, Rabat, Morocco
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article proposes an experimentation of an evaluation tool, the portfolio, in the formative evaluation of trainee teachers in the college cycle. A grid of criteria will allow, and the follow-up, and the visibility of the evolution of the training of these future teachers of the sciences of the life and the earth to the Regional Center of the Trades of Education and the Training (CRMEF) of Tangier in 2017. Thus, it is clear from the results obtained by using the portfolio as an evaluation instrument that can be adapted to different learning/teaching situations, that the trainees appear to be more involved in the training process. This instrument is able to stimulate their self-evaluation. They are thus made aware of the importance of evaluation and given responsibility for it thanks to the added value that the portfolio offers them. It allows trainees to become aware of their strengths, to value their work and also to measure the progress of their skills by rectifying and correcting their own mistakes.
Author Keywords: formative assessment, portfolio, self-assessment, errors, trainee teacher.
Nezha El Mahmouhi1, Souad Kemmou2, Mohamed Benbrahim3, and Hafida Rachidi4
1 Laboratoire de Géologie Appliquée : Ressources minières, ressources en Eau, Patrimoine géologique et Environnement, Faculté des Sciences de Rabat, Université Mohammed V- Agdal, Morocco
2 Laboratoire de géologie appliqué, Faculté des sciences, Université Mohammed V, Agdal Rabat, Morocco
3 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
4 Ministry of National Education, Preschool and Sports, Rabat, Morocco
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This article proposes an experimentation of an evaluation tool, the portfolio, in the formative evaluation of trainee teachers in the college cycle. A grid of criteria will allow, and the follow-up, and the visibility of the evolution of the training of these future teachers of the sciences of the life and the earth to the Regional Center of the Trades of Education and the Training (CRMEF) of Tangier in 2017. Thus, it is clear from the results obtained by using the portfolio as an evaluation instrument that can be adapted to different learning/teaching situations, that the trainees appear to be more involved in the training process. This instrument is able to stimulate their self-evaluation. They are thus made aware of the importance of evaluation and given responsibility for it thanks to the added value that the portfolio offers them. It allows trainees to become aware of their strengths, to value their work and also to measure the progress of their skills by rectifying and correcting their own mistakes.
Author Keywords: formative assessment, portfolio, self-assessment, errors, trainee teacher.
How to Cite this Article
Nezha El Mahmouhi, Souad Kemmou, Mohamed Benbrahim, and Hafida Rachidi, “The Portfolio: A Tool for the Formative Assessment of Student Teachers,” International Journal of Innovation and Applied Studies, vol. 39, no. 2, pp. 724–729, April 2023.
