Abstract
This study explores the opinions of life and earth sciences teachers about the obstacles related to their formative assessment practices and their suggestions and proposals susceptible to resolving the problem. As part of the skills-based approach, we also want to check the remediation practices - being a necessity - with teachers going through the devices used to reach the limits of this phase. We used a questionnaire addressed to one hundred and fifteen teachers of life and earth sciences working in high schools located in Casablanca and El Jadida Cities (Morocco). The major obstacles encountered by the teachers surveyed when setting up formative evaluations are the non-motivation of learners, the lack of computer equipment, and the heterogeneity of the classes, which pushes them to give proposals related to learners, Teachers, and assessment practices. As for remediation, although it is executed with various tools, it also remains limited by various constraints. Our survey, therefore, reflects the state of a teacher who is limited by obstacles either at the level of formative evaluation or of remediation.
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