An Overview of the Adoption of eAssessment Among Moroccan Primary School Teachers: Factors and Challenges

Abstract

This study provides a comprehensive investigation of how primary school teachers in the Marrakech-Safi region of Morocco integrate information and communication technologies (ICTs) into their assessment practices. Gathering data through a questionnaire disseminated via email, the research garnered 346 valid responses, indicating a modest implementation of ICTs in assessment processes, with a small fraction of teachers applying them consistently. Interestingly, the findings demonstrate that experienced educators are more inclined to employ ICT in assessments. Despite the prevalent practice of offering eAssessment training to Moroccan primary school teachers as a means to bolster their capabilities in technology-enhanced assessment, such professional development has not been a significant factor in encouraging the use of ICT-based assessment tools among teachers who do not already utilize them. The investigation also delves into the types of eAssessment methods employed, including interactive tests, simulations, and problem-solving activities. The research underscores the necessity for additional exploration and support systems to advance effective ICT adoption in educational assessments. The research has substantial implications for the enhancement of educational assessment practices, informing policy-makers and practitioners about the current state of eAssessment and guiding future efforts to optimize the evaluation of student knowledge in a digital era.

Received: 30 November 2023 | Revised: 29 December 2023 | Accepted: 31 December 2023

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.