ASSESSMENT FOR LEARNING IN HIGHER EDUCATION IN MOROCCO: THE STUDENTS’ PERCEPTIONS

Forfattere

  • Abdelmajid Bouziane Faculty of Arts and Humanities Ben Msik, Morocco
  • El Hassan Rouijel Faculty of Arts and Humanities Ain Chock Hassan II University, Morocco

DOI:

https://doi.org/10.46827/ejes.v11i11.5615

Nøgleord:

assessment practices, formative assessment, higher education, student-centered learning

Resumé

Assessment for learning has been a topic of study for decades, with a focus on how learners can benefit from the tests they take. The major issue with this type of assessment is its implementation. This article investigates the benefits of assessment for Moroccan university learners. 1148 of these learners filled out a questionnaire that included questions about the fundamentals of assessment and how it can serve learning purposes. The findings show that although the majority of the learners report that their tests meet the requirements of good tests, some students still doubt this. They also show some good practices of alternative assessment and feedback. However, there is still room for improvement as some students do not benefit from the assessments they take.

 

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Forfatterbiografier

  • Abdelmajid Bouziane, Faculty of Arts and Humanities Ben Msik, Morocco

    Professor Abdelmajid Bouziane is an emeritus professor and a prominent Moroccan scholar and researcher in the field of education, with a particular focus on English language teaching (ELT), digital pedagogy, and e-learning. He is currently affiliated with the Faculty of Letters and Humanities at Hassan II University in Casablanca, where he has contributed extensively to the study and implementation of modern teaching practices in the Moroccan educational system. His research often explores the integration of technology in education, teacher training, and curriculum development, with the goal of enhancing learning outcomes and fostering innovation in pedagogical approaches. Professor Bouziane's work is widely recognized for its relevance in the context of Morocco’s evolving educational landscape, making him a leading figure in discussions on language education and educational reform.

    ORCID: https://orcid.org/0000-0002-4138-2450   

    ResearchGate: https://www.researchgate.net/profile/Abdelmajid-Bouziane

    LinkedIn: https://www.linkedin.com/in/bouziane-abdelmajid-0986412  

  • El Hassan Rouijel, Faculty of Arts and Humanities Ain Chock Hassan II University, Morocco

    Dr. El Hassan Rouijel is a researcher and lecturer in Applied Linguistics, specializing in
    EFL, and power skills instruction. With a career spanning over two decades, he has
    taught at various educational institutions and contributed to curriculum design and
    educational research. He earned his Doctorate in Applied Linguistics from Hassan II
    University, Casablanca, and has published research on critical thinking and reading
    comprehension. In addition to his teaching and research, Dr. Rouijel serves as a
    department head and actively participates in academic conferences, contributing to the
    advancement of language education in Morocco. His academic profile is available on
    these platforms:

    ORCID: https://orcid.org/0000-0002-0487-3277  
    ResearchGate: https://www.researchgate.net/profile/El-Hassan-Rouijel
    LinkedIn: https://www.linkedin.com/in/rouijel

Referencer

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Baghit, R., Erguig, R., & Boudlal, A. (2024). Moroccan graduate EFL students’ perceptions of online assessment: Benefits and challenges. Journal of Applied Language and Culture Studies, 7(2), 23–40. Retrieved from https://www.researchgate.net/publication/382360777_Moroccan_Graduate_EFL_Students'_Perceptions_of_Online_Assessment_Benefits_and_Challenges

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Publiceret

2024-10-08

Nummer

Årg. 11 Nr. 11 (2024)

Sektion

Articles

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