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The present study aims to investigate the young EFL learners’ attitudes towards assessment in light of the recent changes in the Moroccan educational policy. It specifically tries to identify variables that could be linked to positive or negative attitudes towards assessment. The study makes use of methodological triangulation where both quantitative and qualitative research instruments are used for data collection. A sample of 184 informants has been selected from the region of Rabat-Sale based on specific sociolinguistic variables, including age, gender, as well as educational level. This study is based on fieldwork research relying on class observation, interviews as well as questionnaires. Results suggest that despite the students’ generally positive attitudes towards the conformity of assessment to what is taught, its authenticity, and its transparency; the teacher’s heavy reliance on conventional methods of assessment impact young learners’ learning strategies. The study calls for the implementation of more informal methods of assessment in EFL classes that take into consideration the differing nature of students’ abilities in the assessment as a way that involve young EFL students through their consultation and information about tasks and forms of assessment and try to eradicate the view of assessment in the light of the success–failure dichotomy.

The impact of attitudes towards assessment on learning strategies: the case of young EFL learners in Morocco