Diagnostic Assessment Practices and Challenges in Moroccan English as a Foreign Language High School Classrooms

The Diagnostic Assessment (DA) process is a powerful tool for identifying students’ learning gaps, enabling targeted interventions that promote student-centered and responsive teaching practices. However, the implementation of DA within the Moroccan EFL context remains unclear, particularly concerning the techniques used to support teaching and learning, as well as the challenges that inhibit DA practices. Consequently, this study examines the DA practices of EFL high school teachers and the factors that impede their implementation through a mixed-methods approach, which includes online self-report questionnaires completed by 231 teachers and semi-structured interviews conducted with 8 teachers. The findings revealed that teachers primarily utilise written tests with objective items, although some also employ student-centred methods such as unstructured class discussions and mini-dialogues. An analysis of the relationship between DA techniques and teaching experience indicated no significant correlation. Additionally, teachers tend to prioritise language components, with moderate attention given to reading and writing, while speaking and listening receive the least assessment. Although DA is perceived as somewhat beneficial to teaching practices, it is constrained by student absenteeism, lack of administrative support, absence of explicit guidelines, and limited teacher training opportunities. This study highlights the need for adequate training, clear guidelines, systematic analysis, and student involvement.