Education systems’ priorities are currently focused on evaluation. It has an impact on teachers, schools, training, management, educational policy, and design, in addition to learning. There is a need in this sector, notably in teaching and education, where research in Morocco is extremely limited. When evaluating a school with multiple practises and actors, the concept of transferring quality evaluation to the pedagogical side is challenging. The goal of the study is to create and validate a tool for evaluating schools, as well as to propose an appropriate measuring instrument for teaching quality for future inspectorate missions and to present the validation of pedagogical and administrative quality indicators in schools within a rigorous methodological framework. This application provides a dashboard with exact metrics for pedagogical audits of Moroccan-based schools and educational institutions. To choose the appropriate indicators, we employed a variety of methods with the actors who carry out their activities (structured interviews, focus groups, factor analysis, and so on). With our hands, we identified three (03) fields and ten (10) criteria for a quality assessment. Management and strategic planning, administrative and sector management, and educational organisation are the three domains.
Analytical Laboratory of Analytical Chemistry and Physico-Chemistry of Materials, Department of Chemistry, Faculty of sciences Ben M’sik, Hassan II University of Casablanca, BP 50069, Ghandi, Casablanca Morocco.
Multidisciplinary Laboratory in Education Sciences and Training Ingeneering (LMSEIF), Sport Science Assessment and Physical Activity Didactic. Normal Superior School (ENS), Hassan II University of Casablanca, BP 50069, Ghandi, Morocco.
Laboratory of Analytical Chemistry and Physico-Chemistry of Materials, Department of Chemistry, Faculty of sciences Ben M’sik, Hassan II University of Casablanca, BP 50069, Ghandi, Casablanca Morocco.
Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6158