This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as and for learning. (3) When comparing teachers’ perceptions with their self-reported practices, we found that teachers’ perceptions regarding traditional assessment matched their practices; while the majority of teachers admitted that they found alternative assessment important even though they did not often use it in order to support students to be able to reflect on their own learning or to enhance their performance in the learning process. Thus, these findings are significant for researchers, teachers, and educators to help them reconsider their perceptions of alternative assessment and how they should be enacted in practice with the aim of resolving the mismatches found in this study.

中文翻译：

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摩洛哥 EFL 公立高中教师的看法和自我报告的评估实践

本研究旨在调查摩洛哥 EFL 公立高中教师对传统和替代评估的看法和自我报告的做法。这些数据是使用自行开发的在线问卷从摩洛哥北部的 51 名教师那里收集的。关于教师的看法和自我报告的实践的问卷项目是有效的，他们的数据和抽样都可以用于三个分量表（传统评估，与评估作为学习相关的替代评估，和学习评估）的因素分析，并且所有量表都被证明要可靠。基于三个研究问题，研究得出以下结果：（1）教师认为替代性评估的目标比传统评估的目标重要得多。(2) 基于他们自我报告的实践，教师主要使用传统的评估方法，而不是与评估相关的替代评估方法。(3) 在比较教师的看法和他们的自我报告的实践时，我们发现教师对传统评估的看法与他们的实践相匹配；虽然大多数教师承认他们发现替代评估很重要，尽管他们并不经常使用它来支持学生反思自己的学习或提高他们在学习过程中的表现。因此，这些发现对于研究人员、教师、