Alternative Assessment in The Moroccan EFL classrooms

This study aimed to investigate the status of alternative assessment in the Moroccan EFL classrooms. To this end, the study tried to elicit the Moroccan EFL teachers¿ perceptions and practices of alternative assessment. Likewise, the study attempted to identify the major problems that impede implementing various alternative assessment techniques and, accordingly, suggest some solutions on how to overcome them. In addition, issues of training, assessment guidelines, and curriculum were highlighted. The participants in this study were 73 public high school teachers. The data collection tools included questionnaires and focus group interviews. The results show that most participants had strong positive attitudes toward alternative assessment. Nevertheless, these positive attitudes were not fully reflected in the teachers¿ assessment practices, which stayed primarily traditional. The results also indicate that teachers encounter multiple challenges like time constraints, large classes, and lack of training. Accordingly, it is highly recommended to resolve these issues and equip teachers with the necessary techniques and strategies to fully embrace the new assessment transformations.