Assessment Strategies in Moroccan Contexts: An Action Research Exploration of Learning Outcomes Measurement Diversity

In Morocco, education faces diverse challenges in terms of assessment strategies for measuring learning outcomes across different contexts. This study employed action research methodology to gather data from multiple Moroccan schools, focusing on both quantitative and qualitative methods. A notable trend identified was the increased use of formative assessments over summative ones, reflecting a shift towards more continuous feedback mechanisms in Moroccan educational practices. The findings suggest that while there is variation in assessment strategies, a growing preference for formative evaluations indicates a move towards more holistic and supportive learning environments. Educators should be encouraged to adopt a broader range of assessment tools that emphasise continuous feedback and support student development over traditional high-stakes testing.