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

Abdelmajid Bouziane, El Hassan Rouijel

Abstract


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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Keywords


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

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5615

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