Validation and Development of a Moroccan School Quality Evaluation System: A Recent Study

Abstract

Evaluation is currently at the heart of the priorities of education systems. It affects not only learning but also teachers, schools, training, management, education policies, and design. There is a need in this area, particularly in teaching and education, where research is extremely scarce in Morocco. The notion of transposing quality evaluation to the pedagogical side is complicated in assessing a school with varied practices and multiple actors. The study’s objective is to develop and validate a tool for evaluating schools to propose an adequate measuring instrument for the quality of teaching for the future missions of the inspectorate and to present, within a rigorous methodological framework, the validation of pedagogical and administrative quality indicators in schools. This tool is a dashboard with precise indicators for the pedagogical audit of schools and educational institutions adapted to the Moroccan context. We used several hands (structured interviews, focus groups, factor analysis, etc.) with the actors who carry out their activities to select the best indicators. We identified three (03) fields and ten (10) criteria with hands that form the basis of a quality assessment. The fields are Management and strategic planning, administrative and sector management, and pedagogical organization.