Innovative Assessment Techniques for ICC at tertiary level: Kenitra School of Education Sciences and Training (ESEF)in Morocco: A case study

Abstract

The scant nature of research endeavours that tried investigating the issue of Intercultural Communicative Competence in Morocco fuelled the motive behind this study. Therefore, this study aims at assessing the usefulness of novel ways of assessing ICC in the Moroccan educational context via investigating the perceptions of 60 EFL students at Kenitra School of Education Sciences and Training (ESEF) in Morocco to detect their point of views about the new potential ways of assessment such as portfolios, role plays and reflective journals in comparison with the standardized paper and pen-based modes of assessment. The study was geared by two main objectives: Attest the usefulness of plausible ways of assessing students’ ICC with regard to students’ perspectives and advocate and proscribe effective and efficient methods of assessing students’ ICC via answering the following questions: Do ESEF students’ find the current ways of assessing their ICC useful? What are the most effective and efficient assessment methods of ICC from students’ perspectives?. Thus, the study adopted a quantitative design using an on-line questionnaire, to probe into students’ attitudes and reactions, which generated useful findings that were analyzed in a simple and clear but eye-friendly statistical way. In brief, though the shortage of analogical studies, the results affirmatively backed up the realization of the study’s objectives in the sense that a bunch of recommendations were set forth to be put into practice by practitioners and stake holders alike.