Exploring the Moroccan EFL High School Teachers’ Feedback Practices as a Form of Formative Assessment: Opportunities and Challenges

This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formativeassessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important inthe learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studiesthat recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educationalsystem. Thus, exploring the Moroccan EFL teachers’ feedback practice can provide a clear picture of the opportunities andchallenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data werecollected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachersimplement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and schoolregulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policymakers, practitioners, researchers, and teacher trainers as well

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本文旨在探讨摩洛哥英语作为外语（EFL）中学教师将反馈作为一种形成性评估手段的应用程度。同时，研究旨在识别导致此类实践难以实行的关键挑战。反馈在学习-教学过程中至关重要，被视为形成性评估的关键策略。尽管存在多项研究推荐使用形成性评估，但在摩洛哥教育体系中，这一领域尚未得到充分的研究关注。因此，探究摩洛哥EFL教师的反馈实践可以为摩洛哥环境中其实施的机会与挑战提供清晰的图景。该研究采用定量研究设计，通过问卷调查从100位EFL中学教师中收集数据。结果显示，大多数教师将反馈作为形成性工具来评估学生。然而，他们报告称，工作负担、时间不足和学校规章制度是导致形成性反馈实践具有挑战性的主要障碍。研究结果将惠及政策制定者、实践者、研究人员和教师培训者。