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All Journal Journal of Education and Learning (EduLearn)
Chafi, Chaimae
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Humanities Education Library & Information Science Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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A systemic analysis of secondary school mathematics teachers' attitudes toward assessment of learning Chafi, Chaimae; Chergui, Mohamed; El Wahbi, Bouazza
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21217

Abstract

Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.
An analysis of the secondary school electricity curriculum via the taxonomy of introductory physics problems Lazaar, Ahmed; Chafi, Chaimae; Riyahi, Jamila; Chergui, Mohamed
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23299

Abstract

One of the factors responsible for difficulties in learning electricity is the lack of relevance in the choice of cognitive activities engaged in teaching activities. Given this situation, we sought to explore cognitive aspects in the secondary school electricity curriculum and its implementation in textbooks. The study uses a mixed-methods approach to examine some cognitive aspects of the official framework texts and their implementation in the activities of final-year secondary school physical science textbooks. The corpus analyzed consists of 36 activities proposed in two officially accredited textbooks, totaling 258 questions covering the various topics in the electricity program. The taxonomy of introductory physics problems, designed for physics problems, is used as a data collection tool. The official texts and each question in textbooks activities are examined using a grid to identify the cognitive levels involved. After quantitative and qualitative data processing, the study revealed that all the cognitive levels of this taxonomy are recommended in the formal electricity curriculum, with a clear advantage for the two cognitive levels: comprehension and analysis. This choice of cognitive levels is relatively respected in the conceptualization activities proposed in the textbooks, with a strong preference for comprehension and analysis. The dependency between the cognitive levels involved in the activities and the topics on electricity has also been confirmed statistically. This dependence is justified by the fact that the degree of involvement of certain cognitive sub-levels of restitution and analysis varies significantly from chapter to chapter. We have also noted that the utilization of knowledge and certain sub-levels of analysis of knowledge are almost neglected.
Co-Authors Chergui, Mohamed El Wahbi, Bouazza Lazaar, Ahmed Riyahi, Jamila