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This book reports on a study investigating the washback effect of the Moroccan English Baccalaureate Examination, a high-stakes exit test for secondary school students (12th grade) in Morocco.
The main purpose of this study is to explore the possible influence of the exam on students’ and teachers’ teaching practices in order to gain preliminary insights into the relationship between teaching and learning factors affected by the washback effect.
The empirical part of this book is conducted in Fez, Sefrou and Ribat El Khair where classroom observations were carried out.
Based on the observations, a questionnaire was designed and then administered to 100 Moroccan English teachers of the 12th grade English classes.
The data were analyzed using SPSS software, version 19.
The findings revealed that the examination had a strong negative influence on the students and the teachers.
On the basis of these results, it was recommended that the format and content of the English baccalaureate examination should be reconsidered by employing formative assessment, using authentic tasks, and focusing on all four language skills.
Riham Belkbir is a high-school teacher in Morocco since 2015.
She holds a Bachelor’s degree in Cultural studies, a Master’s degree in Applied Language Studies and Research in Higher Education, and a diploma of English teaching and psycho-pedagogy.
She is a PhD candidate at the faculty of letters, Morocco.
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