Formative E-Assessment and Behavioral Commitment of Students: Case of the Faculty of Science Ben M’sik

Ghizlane Chemsi, Mounir Sadiq, Mohamed Radid, Mohammed Talbi


Digital technology contributes to the development of new teaching practices and a new assessment culture [1,2,3]. Various studies [4,5] show that digital technology facilitates the formative assessment process, an assessment mode that favors the learner’s commitment and encourages the learner to adopt an efficient learning method [6]. All the more, the media coverage of this type of assessment generates a large number of indicators enabling to analyze the behavioral commitment of students in their learning process.
The objective of this study is to analyze the impact of formative E-assessment on the students’ behavioral commitment based on the digital traces of the students’ work, this traceability is considered a very important source permitting to find out about the students’ behavioral commitment. The assessment was achieved via the interactive Moodle platform, it was tested on a group of students from the Faculty of Sciences Ben M’sik in Casablanca, Morocco. The results of the experiment carried out for a period of two years (2015-2016 and 2017-2018) revealed that the majority of the students are committed to take the assessment test. We observed a real implication of the latter, where the action traces of the students in terms of participation and contribution could be collected and analyzed by the teacher for feedback purposes.


formative; E-assessment; Moodle; Behavioral commitment; Digital traces; Digital technologies.

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Copyright (c) 2019 Sadiq Mounir, Chemsi Ghizlane, Radid Mohamed, Talbi Mohammed

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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