The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.

1. Assessment in
Moroccan
high school
Houcine Jaafari
Ayoub Bazzi
Trainer: Ayad Chraa
Module: Testing and
assessment

2. The National Baccalaureate English
exam is a summative written
achievement test produced by the
Moroccan National Centre of Evaluation
and Exams. It is taken for certification
purposes at the end of the secondary
school education. The content of the
exam paper is based on the national
curriculum and aims at assessing
testees’ knowledge and skills in reading,
vocabulary, grammar, language
functions and writing.

3. Outline:
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Definition of Performance-based assessment
the five Cs of Standard-based approach
Nature of PBA
Performance-based assessment skills
Fundamental Considerations in performance-based assessment
The Ministry Guidelines
Key issues in the Ministry circular N° 175
Continuous assessment in High-School
Sections, Test Techniques, and Rubrics:
The Comprehension Section:
The language section
The writing section
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4. Introduction
According to Chapelle and Brinlley (2002), Assessment in language teaching and
learning refers to the “act of collecting information and making judgments about the
learner’s knowledge of a language and ability to use it”
Assessment in English Language Teaching in Morocco requires performance-based –
assessment because the Moroccan E.F.L classroom makes use of a standard-based –
approach which focuses on preparing the students for the challenges of modern
society.

5. DEFINITIONS
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Performance-based assessment has been defined in the literature as:
1. a measure of assessment based on authentic tasks; such tasks that necessitate
that learners demonstrate what they can do with English.
2. the representation of a set of strategies for the application of competency
(content knowledge and skills) through the performance of tasks that are
meaningful and engaging to learners.
3. a measure of how learners activate their knowledge and skills to solve problems.

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Communication: Learner will communicate in bothe oral and written form, interpret
both oral and written messages. Three modes of communication are involved here:
Interpersonal, interpretive and presentational communication.
Culture: Learners will gain deeper understanding of their culture(s) and other culture(s)
in terms of their perspective (Values, ideas, attitude, etc.), practices (pattern of social
interactions), and products (books, laws, music, etc.)
Connections: Learners will make connections with other subject areas ( History,
science, ect.)
Comparison: Learners will gain awareness of cross-cultural similarities and differences
in terms of both languages and cultures
Communities: learners will extend their learning from the EFL classroom to the outside
world through activities such as the use of internet. they will therefore be made aware
that they live in global world.
the Standard based approach is concerned with developing the following five areas:

7. Performance-based assessment: Nature
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The following are the main characteristics of PBA:
It makes use of performance-based tasks.
It measures the learners’ auxiliary and terminal performances during and at the end of
Level Four.
It requires that learners demonstrate specific competencies and apply them in simulated
real-life situations to specific standards.
It is criterion-referenced; that is, scores on criterion-referenced tests provide information
on what testees know and can do with English.
It involves regular and continuous assessment. Therefore, it can occur whenever the
teacher needs information about the adequacy of the learner’s present learning for
subsequent teaching.
It is more valid than conventional assessment in that it is (i) authentic; it replicates
situations that the testees may encounter in real life. The testees must complete tasks
using methods similar to those used in the “real world.” and (ii) relevant; the testees must
demonstrate the ability to successfully complete realistic real-world tasks

8. Performance-based assessment: Skills
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Reading
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The features of reading tests are:
a. Building the reading assessment within a framework that views reading as being a dynamic,
interactive, and constructive process; thus, isolated skills are not measured.
b. Using authentic texts (e.g. newspaper article, a brochure, etc).
c. Assessing learners' competence in reading a variety of text types/genres for a variety of
purposes; d. Asking learners to respond to open-ended questions that allow for a variety of
interpretations.
Process
Select a text which is representative of a particular genre (for example, an argumentative
text)
Provide prompts/questions
Work with scoring rubrics

9. 2. WRITING
PROCESS
PURPOSE
an assessment of writing provides an indication of how well learners communicate in the
written language. Testers can determine learners’ progress in writing through real-life tasks.
Step One
Choose writing prompts that are developmentally appropriate. Use prompts that
will elicit writing from learners on topics that are familiar and appealing to them
and that reflect writing genres focused upon in the currently – used textbooks
Step two
Provide a choice of topics. By giving options, you increase the possibility that learners
will be interested in and able enough to choose one of the topics and write on it
Step three
Ensure that the topics are not culturally biased.

10. 3. Speaking
The observational approach: Through the observational approach, you will
observe and assess the learner’s behavior unobtrusively.
The structured approach: Through the structured approach, on the other hand,
you set one or more specific oral communication tasks for the learner to perform.
Here, you evaluate the learner’s performance on the task. You can administer the
task in a one-on-one setting – you, yourself, and one learner-- or in a group or
class setting. In either setting, learners should be conscious of communicating
meaningful content to a real audience.
There are two methods for assessing speaking skills using performance-
based assessment:

11. 4. LISTENING
Listening tests are typically identical to reading comprehension tests except
that the learner listens to a text instead of reading it.
The learner then answers questions or carries out tasks that tap various levels
of literal and inferential comprehension. The listening text should represent
typical spoken language.
The text should be representative of the language that learners might typically
be expected to hear in the classroom, in various media, or in
conversations/talks. Because listening performance is strongly influenced by
motivation and memory, the text should be appealing and relatively short.
To ensure fairness, topics should be grounded in experience common to all
learners. Tasks, on the other hand, should also be grounded in the exercise
typology common to all learners.

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5. Vocabulary, Functions and structures
Learners need to use appropriate structures, functions, and
vocabulary to successfully complete a particular performance
task. Therefore, they are assessed on such appropriateness.

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FUNDAMENTAL CONSIDERATIONS IN PERFORMANCE-BASED ASSESSMENT
Relate language testing to language testing and language use.
Design tests so as to encourage and enable test-takers to perform at
their highest level.
Build considerations of fairness into test design.
Humanize the testing process; seek ways to involve test-takers more
directly into the testing process; treat test-takers as responsible
individuals; provide them with as complete information about the entire
testing procedure as possible.
Demand accountability for language use; hold yourself, as well as any
others who use your test, accountable for the way your test is used.
Recognize that the decisions based on test scores are fraught with
dilemmas, and there are no universal answers to these.

14. Key issues in the Ministry circular N° 175
Respect guidelines and circulars
Respect planning for continuous assessment (CA) in related circulars
Prepare students for certifying exams
Evaluate quizzes/tests and do follow-ups.
Respect regional and local plans for CA
Discuss CA issues in the different school councils
Prepare CA plan for each semester
Prepare a quiz/test plan for each quiz/test
Include information about CA in lessons record book (LRB)
Have an updated portfolio for CA
Respect the way CA is calculated (marking scale, coefficient, etc.).

15. CONTINUOUS ASSESSMENT IN HIGH-SCHOOL
Key issues in the Ministry circular N° 142
Types of quizzes:
out of class assignment
Oral
Written

16. Written / paper quizzes
Short quizzes:
A global quiz:
1 after each unit, 15 to 30 mins each
1 to 2 hours at the end of each semester.

17. CONTENT OF THE WRITTEN QUIZ:
Reading comprehension;
and/or Listening comprehension;
and/or language (grammar, vocabulary and
and/or writing
one or two of the following:
functions);
ORAL QUIZZES:
INCLUDE VARIED ORAL ACTIVITIES.
OUT OF CLASS ACTIVITIES:
FOR CONSOLIDATION AND INDEPENDENT LEARNING.

18. Calculation of the final mark of continuous assessment:
(SHORT QUIZZES (OUT OF 20) + GLOBAL TEST (OUT OF 20) : 2= ONE MARK FOR WRITTEN
QUIZZES OUT OF 20
(WRITTEN QUIZZES OUT OF 20 X 3) + ORAL QUIZZES (OUT OF 20) + OUT OF CLASS
ACTIVITIES (OUT OF 20)= ONE MARK OUT OF 100) : 5= FINAL MARK (OUT OF 20)
Example:
SHORT QUIZZES :
1ST QUIZ: 10/20
2ND QUIZ : 14/20
3RD QUIZ :12/20
GLOBAL TEST: 16/20
ORAL QUIZZES:
14/20
OUT OF CLASS ACTIVITIES:
12/20

20. SECTIONS, TEST TECHNIQUES AND RUBRICS:

21. READING SUBSKILLS:
THE COMPREHENSION SECTION:
IDENTIFY THE MAIN IDEA AND DETAILS.
IDENTIFY SPECIFIC INFORMATION.
MAKE INFERENCES.
INFER WORD MEANING FROM THE CONTEXT.
IDENTIFY THE AUTHOR’S ATTITUDE.
IDENTIFY THE AUTHOR’S PURPOSE.
TRANSFER INFORMATION FROM THE TEXT TO A CHART, DIAGRAM, OR TABLE.
IDENTIFY THE LOGICAL ORDER OF IDEAS IN THE TEXT.
EVALUATE IDEAS EXPRESSED IN A TEXT.
DRAW CONCLUSIONS FROM THE TEXT.
EXTRACT INFORMATION.

22. TEXT TYPES AND TOPICS:
READING TEXTS COULD BE IN THE FORM OF ARTICLES, LETTERS,
EMAILS, BIOGRAPHIES, FILM/ BOOK REVIEW, REPORTS, AND MAY
INCLUDE CHARTS, PICTURES, MAPS, DIAGRAMS, ETC.
THEY CAN BE NARRATIVE, INFORMATIVE, DESCRIPTIVE,
EXPOSITORY, OR ARGUMENTATIVE.
LENGTH OF TEXTS
Stream Total number of words
Arts 350-450
Humanities 300-400
All science, technical and original streams 250-350

23. TEST TECHNIQUES
THE FOLLOWING TECHNIQUES ARE DESIGNED TO TEST
VARIOUS SUB-SKILLS:
CHART FILLING
GAP FILLING
IDENTIFYING
INFORMATION TRANSFER
MATCHING
MULTIPLE CHOICE
ORDERING
SENTENCE COMPLETION
TRUE/ FALSE WITH JUSTIFICATION
WH- QUESTIONS

24. ANSWER THESE QUESTIONS.
ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY
CHOOSE THE BEST TITLE FOR THE PASSAGE.
CHOOSE THE RIGHT ANSWER FROM THE LIST GIVEN.
COMPLETE THE FOLLOWING SENTENCES WITH
INFORMATION FROM THE TEXT.
WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER
TO.
RUBRICS: (INSTRUCTIONS)
EXAMPLES:
SCORING:
RESPONSES MAY GET A SCORE OF 0 , 0.5 , 1 , 1.5 , OR 2 POINTS.

25. IT AIMS AT TESTING STUDENTS’ ABILITY TO USE LANGUAGE
ACCURATELY AND APPROPRIATELY.
ITEMS TESTING VOCABULARY, GRAMMAR, AND FUNCTIONS SHOULD
BE CONTEXTUALIZED.
ITEMS TESTING GRAMMAR MAY INCLUDE AFFIRMATIVE, NEGATIVE,
AND INTERROGATIVE FORMS.
ITEMS MUST BE RECEPTIVE AND PRODUCTIVE.
THE LANGUAGE SECTION:
A. VOCABULARY:
ITEMS TESTING VOCABULARY SHOULD BE RELATED TO THE TOPICS AND THEMES IN
THE SYLLABUS.
THEY SHOULD PARTICULARLY FOCUS ON THE FOLLOWING LEXICAL ELEMENTS:
COLLOCATIONS / WORD ASSOCIATIONS/ DEFINITIONS OF KEY TERMS / SYNONYMS/
ANTONYMS/ WORD MEANING/ WORD FORMATION/ SUFFIXES, PREFIXES AND THEIR
MEANINGS/ PHRASAL VERBS..

26. GRAMMAR ITEMS TEST STUDENTS’ ABILITY TO RECOGNIZE AND USE
LANGUAGE ACCURATELY AND APPROPRIATELY.
THE ITEMS SHOULD BE CONTEXTUALIZED. THEY SHOULD TARGET THE
FOLLOWING:
TENSES AND TENSE ASPECTS.
WISHES/ IF ONLY/ AND CONDITIONALS.
MODALS/ LINKING WORDS/ INFINITIVE VS . GERUND/ PASSIVE WITH
DIFFERENT TENSES/ PASSIVE WITHMODALS/ RESTRICTIVE AND NON-RESTRICTIVE
CLAUSES.
B- GRAMMAR:

27. C- FUNCTIONS
MAKING AND RESPONDING TO REQUESTS
EXPRESSING REGRET
COMPLAINING
APOLOGIZING
ASKING FOR AND GIVING ADVICE
EXPRESSING AND ASKING FOR AN OPINION
EXPRESSING CERTAINTY AND UNCERTAINTY
EXPRESSING LACK OF UNDERSTANDING AND ASKING FOR CLARIFICATION.
THE FUNCTIONS TO BE TESTED ARE THE FOLLOWING:

28. PROVIDING THE CORRECT VERB TENSE/ FORM
REWRITING SENTENCES
JOINING SENTENCES
COMPLETING SENTENCES
GAP FILLING
MATCHING
MULTIPLE CHOICE
DEFINING KEY TERMS
CLASSIFYING/ CATEGORIZING
CORRECTING ERRORS
RESPONDING TO SITUATIONS
COMPLETING DIALOGUES
TEST TECHNIQUES FOR THE LANGUAGE SECTION:

29. RUBRICS:
COMPLETE THE FOLLOWING DIALOGUE(S) APPROPRIATELY
CHOOSE THE RIGHT ANSWER
CORRECT THE RIGHT ANSWER
CORRECT THE UNDERDERLINED MISTAKE(S)
FILL IN THE GAPS WITH APPROPRIATE COLOCATIONS.
GIVE AN APPROPRIATE DEFINITION TO EACH OF THE FOLLOWING WORDS
MATCH EACH EXPRESSION WITH ITS APPROPEIATE FUNCTION
PROVIDE THE APPROPRIATEBWORD FOR EACH OF THE FOLLOWING DEFINITIONS.
SCORING:
RESPONSES MAY BE SCORED 0, 0.5 , 1, 1.5 OR 2 POINTS.

30. THE WRITING SECTION:
THIS SECTION MAY INCLUDE ONE OR TWO TASKS. IN CASE THERE ARE TWO
WRITING TASKS, ONE WILL BE GUIDED OR SEMI-GUIDED AND THE OTHER
FREE.
A FREE WRITING TASK IS DEFINED AS A WRITING TASK THAT INCLUDES THE
TOPIC FOR WRITING AND, SOMETIMES, CUES TO HELP THE CANDIDATE.
THE TARGET WRITING SUB-SKILLS INCLUDE THE USE OF :
ADEQUATE AND RELEVANT CONTENT
APPROPRIATE TEXT STRUCTURE ACCORDING TO THE TARGET FORMAT
APPROPRIATE STYLE ACCORDING TO AUDIENCE
COHESIVE DEVICES AND TRANSITIONS TO AUDIENCE
CORRECT USE OF MECHANICS(SPELLING, PUNCTUATION)
VARIETY OF SENTENCE STRUCTURES

31. LENGTH OF THE WRITING PRODUCT
THE REQUIRED LENGTH SHOULD APPROXIMATE THE NUMBER OF WORDS INDICATED IN THE
TABE BELOW:
Arts
All science, technical and original
streams
Humanities
From 100 to 200 words
WHEN TWO WRITING TASKS (ONE FREE AND THE OTHER GUIDED OR SEMI-GUIDED) ARE SET, THE
NUMBER OF WORDS FOR THE FREE WRITING TASK IS INDICATED IN THE TABLE BELOW:
Arts
All science, technical and original
streams
Humanities
From 50 to 100 words

32. SCORING AND CRITERIA:
CRITERIA FOR SCORING MUST BE SPECIFIED IN THE MARKING SCALE
Scoring criteria
RELEVANCE TO THE TASK(S)
APPROPRIATE PARAGRAPHING AND ORGANIZATION
APPROPRIATENESS AND VARIETY OF VOCABULARY
ACCURATE USE OF GRAMMAR
ACCURATE USE OF MECHANICS( SPELLING, PUNCTUATION AND
CAPITALIZATION)

33. THE WRITING SCALE FOR SCORING THE WRITING SECTION WILL VARY
WITH THE NUMBER OF TASKS SET. WHEN ONLY ONE FREE WRITING TASK
IS ASSIGNED, IT WILL BE GRADED USING A SCALE RANGING FROM 0 TO
10).
WHEN TWO WRITING TASKS ARE SET; THE MARK FOR THE FREE TASK
WILL RANGE FROM 0 TO 6 POINTS, AND THE ONE FOR GUIDED OR SEMI-
GUIDED TASK FROM 0 TO 4 POINTS.
THE CANDIDATE DIDN'T NOT WRITE ANYTHING
THE CANDIDATE ONLY COPIES THE PROMPTS OR THE TOPIC
THE CANDIDATE WRITES IN A LANGUAGE OTHER THAN ENGLISH
THE CANDIDATE WRITES ABOUT A TOPIC DIFFERENT FROM THE ONE ASSIGNED
A SCORE OF 0 IS GIVEN WHEN:

34. The end