Reflections on the assessment of cognitive skills of graduate students in Morocco
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Abstract
The general objective of this article is to relate a state of knowledge available on the assessment of cognitive skills of graduate students in Morocco, to suggest avenues for improving the quality of learning approaches known to higher education and training institutions; our article was structured around four questions: what information do we have on student achievement? what is the reason for the scarcity of information on student achievement? why should we expand our knowledge on student achievement How to develop the skills assessment skills? The exploration of this question lead us to ask a certain number of questions about the functioning of university training. The methodology implemented sought to implement these double objectives, by diversifying and correlating the sources of information. We favored Three complementary methods. First, the analysis of the current situation, based on the four questions mentioned above, was based on a study of documents. As well as semi-directed interviews were also conducted, with reference to the four questions, with a limited number of pedagogical managers. A third track proceeded to a case study, aiming to compare qualitatively and in detail, the practices assessment of students 'achievements in the same section in two different universities to enrich the whole of our assessment on the assessment of students' achievements.
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