THE 4P MODEL: A TYPOLOGY OF INDICATORS FOR PRIMARY EDUCATION EASSESSMENT DASHBOARDS / LE MODÈLE 4P : UNE TYPOLOGIE D'INDICATEURS POUR LES TABLEAUX DE BORD D'E-ÉVALUATION DANS L'ENSEIGNEMENT PRIMAIRE
Abstract
The growing integration of digital technology in Moroccan education generates massive data, raising questions about its effective use. This research examines the relevance of eAssessment dashboards for primary teachers, focusing on adoption factors and indicators that align with pedagogical decision-making. Using a mixed-methods approach with 61 teachers in Marrakech-Safi, the study combined quantitative acceptance measures with a lexicometric analysis of social representations. Results highlight a mixed adoption rate (44.3%) and reveal a "training paradox": trained teachers are more skeptical than their untrained colleagues, questioning the adequacy of current training programs. Qualitatively, teachers reject purely accounting-based views of eAssessment in favor of competence development. The article proposes the 4P model, structuring essential indicators into four dimensions: monitoring the Process (progress over time), validating the Profile (competence status), objectifying Performance (raw data), and Positioning (classroom context). It concludes that cognitive ergonomics and diachronic visualization are essential for transforming these tools into effective levers for pedagogical regulation.
L’intégration croissante du numérique dans le système éducatif marocain génère une massification des données scolaires, posant le défi de leur exploitation pédagogique. Cette recherche interroge la pertinence des tableaux de bord d’e-évaluation pour les enseignants du cycle primaire : au-delà de la disponibilité technique, quels sont les déterminants de leur adoption et quels indicateurs répondent aux besoins réels du métier ? Adoptant une approche méthodologique mixte, cette recherche a été menée auprès de 61 enseignants de l’AREF de Marrakech-Safi. Le protocole a combiné une mesure quantitative de l’adhésion avec une analyse lexicométrique (analyse de similitude) des représentations sociales des enseignants. Les résultats mettent en évidence un taux d’adhésion mitigé (44,3 %) et révèlent un « paradoxe de la formation » contre-intuitif : les enseignants formés à l’e-évaluation manifestent un scepticisme plus marqué que leurs collègues non-initiés, interrogeant ainsi l’adéquation des dispositifs de formation actuels. Sur le plan qualitatif, l’analyse montre que les enseignants rejettent une vision purement comptable de l’e-évaluation au profit d’une approche centrée sur le développement des compétences. Cette étude aboutit à la proposition d’une typologie fonctionnelle, le Modèle des 4P, structurant les indicateurs essentiels selon quatre dimensions : le suivi du Processus (progression temporelle), la validation du Profil (statut de la compétence), l’objectivation de la Performance (données brutes) et le Positionnement (dans le contexte de la classe). Elle conclut que l’ergonomie cognitive et la visualisation diachronique constituent des conditions indispensables pour transformer ces outils en véritables leviers de régulation pédagogique.
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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6825
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