Research Article Details

Citation Journal Title: International Jordanian Journal Aryam for Humanities and Social Sciences

Citation Title: Classroom-Based Assessment Techniques for EFL Skills and Components in Moroccan High Schools

Citation Author: Dr. Mohamed EL ZERK

Citation Affiliation: Faculty of Education Sciences, Mohammed V University in Rabat, Morocco

Citation Volume: 7

Citation Issue: 1

Citation Year: 2025

Citation DOI: https://doi.org/10.65811/715

Citation PDF: https://aijj.org/wp-content/uploads/2026/03/IJJA-VOL7-ISSUE-1NO5-2025-PP-78-93-PDF-1.pdf

Received Date: 3 January 2025

Revised Date: 24 February 2025

Accepted Date: 22 March 2025

Publication Date: 30 March 2025

First Page: 78

Citation Abstract: Classroom-Based Assessment (CBA) utilizes a variety of techniques to provide feedback for both summative and formative decision-making. In EFL classrooms, effective feedback on language components and skills requires diverse assessment methods that capture different types of knowledge and levels of skill. Restricting CBA to narrowly defined, objective methods for summative purposes limits its potential to improve teaching and learning. This study investigates the main CBA techniques used in Moroccan EFL high schools and their alignment with sound assessment principles. Using a mixed-methods approach, data were collected from 260 teachers through an online questionnaire, followed by checklist-based classroom observations of two teachers and document analysis of tests and materials from ten teachers. Results indicate that written exams and worksheets featuring selected response and short answer formats predominate in CBA. Reading is primarily assessed via true/false and WH-questions, while writing is evaluated through paragraph tasks. Listening and speaking are seldom taught or assessed as standalone skills. Concerning EFL components, gap-filling is the most common CBA technique, followed by multiple-choice questions, providing the correct verb form, and matching exercises. Alternative CBA methods are mainly limited to projects and role plays, with occasional use of peer and self-assessment. The study concludes with practical recommendations for policy, teaching, and future research.

Citation Keywords: classroom-based assessment, tests, items, alternative techniques and constraints