Developing a Culturally Responsive Model for Assessing Writing in Moroccan EFL Secondary Classrooms

Abstract

This study explores the development and implementation of a Culturally Responsive Writing Assessment model tailored for Moroccan English as Foreign Language secondary classrooms. Grounded in culturally responsive pedagogy, sociocultural theory, and critical language assessment, the model integrates students’ cultural backgrounds, languages, and identities into writing instruction and evaluation. Using a mixed-methods quasi-experimental design with 68 students and four teachers across two schools, the study has proven that the Culturally Responsive Writing Assessment model significantly improved students’ writing performance, especially in idea development, cultural expression, and audience awareness, while fostering greater motivation and identity affirmation. Teachers reported increased student engagement and a shift toward formative, inclusive assessment practices, though challenges related to standardized exam demands and professional development needs were noted. The study underscores the potential of Culturally Responsive Writing Assessment to transform writing pedagogy in Moroccan EFL contexts by making assessment more inclusive, authentic, and empowering for learners. Implications are discussed for curriculum reform, teacher training, and national policy.