Formative e-Assessment for Moroccan Polyvalent Nurses Training: Effects and Challenges

Authors

  • Halima Lajane Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’sik, Hassan II University, Casablanca, Morocco
  • Rachid Gouifrane Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’sik, Hassan II University, Casablanca, Morocco
  • Rabia Qaisar Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS), The Multidisciplinary Laboratory in Sciences and Information Communication and Education Technology, Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, Morocco
  • Fatim Zehra Noudmi Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS)
  • Said Lotfi Laboratory of Education and Training Sciences, Higher Normal School (ENS), Hassan II University, Casablanca. Morocco
  • Ghizlane Chemsi The Multidisciplinary Laboratory in Sciences and Information Communication and Education Technology, Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, Morocco, Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M'sik, Hassan II University , Casablanca, Morocco
  • Mohamed Radid Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M'sik, Hassan II University , Casablanca, Morocco, Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’sik, Hassan II University, Casablanca, Morocco

DOI:

https://doi.org/10.3991/ijet.v15i14.13821

Keywords:

Formative e-assessment, ICT integration, challenges, learning, summative scores.

Abstract


Formative e-assessment is an innovative teaching practice to enhance learning. However, teachers encounter multiple difficulties in integrating it. In this article,we present the results of an exploratory study conducted with nurses teachers (n=10) to identify the challenges that prevent the integration of technology in formative assessment. Moreover,we expose the results of a learning experience in order to measure the effect of formative e-assessment on teaching the course of surgical nursing care. Our population includes fifty-eight (n= 58) polyvalent student nurses, divided into two groups: an experimental group and a control group. Only the experimental group has been invited to respond to self-assessment quizzes posted online after the course sessions. The positive effect on learning was demonstrated, after comparing the summative scores of the two groups (the p-value of the Mann-Whitney Test is less than 0.05). Also, the qualitative study has demonstrated challenges in ICT integration, absence of institutional directives recommending the use of ICT, required technical skills, diversity of tasks required of teachers, lack of material resources and absence of an institutional platform. The obtained results conclude that the formative evaluation facilitated by ICT positively influences the students’ summative scores. This conclusion should encourage and motivate teachers to integrate ICT into their formative evaluation practices in order to better achieve the learning objectives. However, it seems necessary to involve the actors responsible for training nurses in order to support teachers in the pedagogical integration of ICT.

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Published

2020-07-31

How to Cite

Lajane, H., Gouifrane, R., Qaisar, R., Noudmi, F. Z., Lotfi, S., Chemsi, G., & Radid, M. (2020). Formative e-Assessment for Moroccan Polyvalent Nurses Training: Effects and Challenges. International Journal of Emerging Technologies in Learning (iJET), 15(14), pp. 236–251. https://doi.org/10.3991/ijet.v15i14.13821

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Papers