Alternative Assessment in the Moroccan EFL Classrooms Teachers’ Conceptions and Practices
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aimed at examining the status of various alternative assessment techniques within the Moroccan EFL public high school classrooms. It is governed by three main objectives: eliciting the Moroccan EFL teachers’ conceptions and practices of alternative assessment, identifying the major problems that inhibit the implementation of alternative assessment and, accordingly, suggesting some possible solutions. Additionally, issues related to training, assessment guidelines, as well as the curriculum were all touched upon. Data were collected from 73 EFL public high school teachers from Inzegane-AitMelloul and Agadir-Ida-outanane delegations using a questionnaire and focus group interviews. The results revealed that the practice of alternative assessment is slowly evolving within the Moroccan EFL context in spite of the very positive attitudes expressed towards it. The practice of traditional assessment, on the other hand, seems to be taking the lead in the teachers’ practices up to date. The results also indicate that teachers face different sorts of challenges including mainly time constraints, class size, and lack of training. Accordingly, it is recommended that policy makers should address these problems through providing the necessary facilities and the required training on how to cope with them more successfully for a better implementation of the assessment changes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it