ON EXAMINATIONS IN MOROCCAN UNIVERSITIES: TOWARDS A NEW GOVERNANCE OF ASSESSMENT

Within the context of contemporary educational, technological, and institutional transformations, current examination system in Moroccan public universities no longer adequately fulfill its principal functions of assessing student learning, certifying academic achievement, and ensuring the credibility of higher education qualifications. The existing assessment framework is characterized by multiple examination sessions, prolonged assessment periods, and unsatisfactory copy consultation procedures. Consequently, exams have become inefficient, and vulnerable to challenges posed by digital technologies and academic dishonesty. Drawing on international practice systems in higher education assessment, and university governance, I argue that the Moroccan examination system requires a broad reconceptualization and procedural adjustments. I propose an assessment model combining continuous evaluation with a single comprehensive summative examination, greater integration of oral assessment, and more transparent institutional review mechanisms. The article concludes that the proposed reform is essential for strengthening academic integrity, improving institutional efficiency, enhancing educational quality, and reinforcing credibility of Moroccan higher education.