Comparing Distance Assessment to Face-to-Face Approach: case of LE- Maths in TETOUAN’s Higher Normal School

Abstract

Despite the challenges posed by the ongoing pandemic, there is a growing consensus that classroom assessment remains a more advantageous option for students than distance evaluation. The pandemic has catalysed developing robust information infrastructure and training qualified personnel to ensure educational continuity and assessment reliability. However, a recent comparative study on ENS maths students revealed no significant difference. This article examines the distance and face-to-face evaluations, presenting data from a comparative study during the pandemic.