Investigating the Writing Skills Alternative Assessment Strategies used in Moroccan ESP Classrooms: Teachers’ Perceptions and Prevailing Practices

Several studies have proven that assessment goes hand in hand with learning. Classroom assessment can be either traditionally of learning or formatively an ongoing process for learning.

The current study explores the writing skills alternative assessment strategies used by Moroccan English for Specific Purposes (ESP) teachers in their classrooms. To reach this, the study seeks to explore Moroccan ESP practitioners’ perceptions and prevailing practices of writing skills alternative assessment strategies. Similarly, the study tries to identify possible challenges that impede the proper implementation of alternative assessment pedagogy in the Moroccan ESP context.