Students’ Views Towards Classroom-Based Assessment Processes in Moroccan EFL High Schools

In response to the necessity to engender positive attitudes toward Classroom-Based Assessment (CBA) and shift the test-oriented culture characterizing various educational contexts to a learning-oriented mindset, this study explores students’ views towards CBA processes. Using online self-report questionnaires, the data was collected from 120 Moroccan EFL high school students. This study reveals several findings. First, the results demonstrated student participants’ tendency towards agreement with the importance of receiving descriptive feedback, understanding the learning objectives, and participating in various assessment activities (e.g., portfolios), including peer assessment. Second, the results indicated a small tendency towards agreement with the importance of participating in self-assessment, receiving grades as the primary objective behind taking part in CBA, the importance of participating in group assessment activities, and in specifying the assessment criteria. Conversely, student participants remain neutral concerning the priority of written exams over other assessment techniques and retaining information for a long time after taking written exams. The study concludes with important recommendations, implications and future research suggestions, emphasizing the necessity of involving students in CBA processes.