Project-Based Assessment In Moroccan Higher Education: The Students’ Perspective
DOI:
https://doi.org/10.24256/itj.v8i2.9690Keywords:
Alternative Assessment, Project-Based Assessment, Language Education, Higher Education, Student Attitudes, TESOLAbstract
In recent years, research has demonstrated that conventional ways of assessment in language classrooms have become incongruent with current English as a Foreign Language (EFL) teaching methodologies, which emphasize the need for involving learners and encouraging their active participation as well as fostering the development of soft and transferable skills. Accordingly, it is a prerequisite that higher education institutions incorporate innovative assessment methods such as project-based assessment for assessing 21st-century language learning. The purpose of the current study is to explore the attitudes and perceptions of Moroccan higher education students of English towards project-based assessment as an alternative to traditional essay writing assessment. The research is based on empirical data collected using two data collection instruments; questionnaires and semi-structured interviews. The analysis made use of both qualitative and quantitative data in order to identify key themes and patterns in the participants’ responses. The findings of the study revealed that Moroccan higher education students of English have positive and favourable attitudes towards this assessment approach, with the participants underscoring some of the benefits of this form of assessment, such as creativity, collaboration, enhanced engagement, real-world application, and relevance. However, some students expressed concerns regarding time management, group coordination, and clarity of the assessment criteria. This research contributes to the current growing interest and discussions about innovative assessment practices in the context of higher education. In addition to that, the study offers insights into the role of project-based assessment in supporting learners’ engagement, creativity, and the development of 21st-century skills.
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