Transitioning to Hybrid Assessment: Reflections on Academic Assessment Practices Post-COVID-19

Assessment constitutes a crucial element of any teaching-learning process, and the COVID-19 pandemic has led to a transition to online assessment at the Faculté des Sciences Ben M'Sick (FSBM) in Casablanca, which is has become common practice. However, this transition is not without its challenges, as evidenced by the obstacles faced by students. This article aims to alleviate these challenges by promoting hybrid assessment of equivalent quality to traditional assessment. Our study combines quantitative and qualitative methods, with an online questionnaire applied to 60 FSBM teachers and an experimental study involving 176 students of the Master Instrumentation and Physico-Chemical Methods of Analysis (MIMPA), divided into experimental and control groups. . . We also developed a scenario for hybrid assessment practices and adapted student skills to a taxonomic skills model as part of a hybrid system. The results indicate a strong interest in hybrid assessment among teachers (68.7%), a high success rate among students (95.65%) also that, there is not a significant difference between the means of the two groups which were measured by the Student's T test. These results reinforce the idea that hybrid assessment can effectively replace traditional assessment while promoting student skill development. In conclusion, we strongly recommend the adoption of hybrid assessment in the higher education system to overcome the technological challenges associated with online assessment.