Paper—Formative E-Assessment and Behavioral Commitment of Students Formative E-Assessment and Behavioral Commitment of Students Case of the Faculty of Science Ben M’sik https://doi.org/10.3991/ijet.v14i12.10389 Ghizlane Chemsi (*) , Mounir Sadiq, Mohamed Radid, Mohammed Talbi University Hassan II, Casablanca, Morocco g.chemsi@gmail.com Abstract—Digital technology contributes to the development of new teach- ing practices and a new assessment culture [1,2,3]. Various studies [4,5] show that digital technology facilitates the formative assessment process, an assess- ment mode that favors the learner’s commitment and encourages the learner to adopt an efficient learning method [6]. All the more, the media coverage of this type of assessment generates a large number of indicators enabling to analyze the behavioral commitment of students in their learning process. The objective of this study is to analyze the impact of formative E- assessment on the students’ behavioral commitment based on the digital traces of the students’ work, this traceability is considered a very important source permitting to find out about the students’ behavioral commitment. The assess- ment was achieved via the interactive Moodle platform, it was tested on a group of students from the Faculty of Sciences Ben M’sik in Casablanca, Morocco. The results of the experiment carried out for a period of two years (2015-2016 and 2017-2018) revealed that the majority of the students are committed to take the assessment test. We observed a real implication of the latter, where the ac- tion traces of the students in terms of participation and contribution could be collected and analyzed by the teacher for feedback purposes. Keywords—Formative E-assessment, Moodle, Behavioral commitment, Digital traces, Digital technologies. 1 Introduction and Problem In Morocco, sciences students, not specialized in languages are called on to pursue their university studies in French, despite a pre-university education in Arabic lan- guage. These students need to learn French in order to continue their university cur- riculum in an optimal way. The majority of these students have real language shortcomings in speaking and writing, comprehension as well as production. They are faced with a serious problem of not understanding the specialty course. 4 http://www.i-jet.org