Evaluation: Senarization and educational action


  • Abderrazzak Mazouak Laboratory of pedagogical and didactic engineering of sciences and mathematics CRMEF of Fes Meknes; Regional center of education and training Taza, Morocco
  • Abdelghani Slassi Regional academy of education and training Fes meknes, Morocco
  • Omar ELOuidadi Laboratory Processes, Materials and Environment Laboratory, Faculty of Sciences and Technology, Sidi Mohamed BenAbdellah University Fez; Regional center for education and training Taza, Morocco
  • Mohammed Rehhali Regional academy of education and training Casablanca, Morocco
  • Najoi EL Hazzat Regional center of education and training Fes meknes, Morocco


The Pedagogical evaluation is considered, in the field of general didactics, and specifically in the context of school programs, a subject of debate in contemporary pedagogy, research in educational sciences and didactics of disciplines, aiming through this the foundation of the foundations of a science of evaluation. The interest in this branch is explained, firstly, by the development of summative and formative evaluation techniques of educational phenomena, then, by the growing awareness of the functions of formative evaluation and the role that it plays in the evolution of contemporary educational systems. Indeed, the advancement that the field of educational evaluation has experienced, and which has been able to promote the training systems of many developed countries, contrasts with the systems of countries which remain faithful to traditional evaluation practices, leading thus creating a divide separating the evaluation of perspectives from the teaching process. Thus, in most developing countries we notice a craze relating to the evaluation of programs instead of evaluating the learning paths and its mechanisms, relating to the judgment of learners, between failure and success instead of care about the development and true refinement of their skills and the emancipation of their cognitive abilities. Consequently, the current state requires an update of the mechanisms of educational evaluation by adopting an integrated vision mode, combining evaluation as an indicator of obstacles to the functioning of teaching/learning and as a element of correction of the course, and evaluation as a need of society, thus ensuring the primary function of the educational institution, going through quite complex educational processes and through a fixing process, after studies and prospective reflection , the objectives to be achieved, the necessary means and the stages of achievement. Thus, educational evaluation revolves around a translucent distinction between its different types, specifying the functional nuances and limits of each of them. And in accordance with our aim, we treat in this work three forms of evaluation, namely: “diagnostic; formative; summative”. We will focus on the presence within the scope of the purpose of each level of evaluation in order to arrive at conclusions capable of illuminating the conceptualization of the management of learning capable of being actualized in the contemporary teaching/learning context.


Keywords: Senarization; ; educational evaluation; educational functions of evaluation.




How to Cite

Abderrazzak Mazouak, Abdelghani Slassi, Omar ELOuidadi, Mohammed Rehhali, & Najoi EL Hazzat. (2023). Evaluation: Senarization and educational action. International Journal of Scientific Research and Innovative Studies, 2(3), 17–27. Retrieved from http://ijsrisjournal.com/index.php/ojsfiles/article/view/96