Docimological Issues in the Didactics of Islamic Education: From Quantitative Measurement to Competency and Values-Based Assessment in the Moroccan Curriculum

Abstract

This article aims to analyze the challenges of assessment in Islamic Education at the upper secondary level from a docimological perspective, in light of the transformation of the Moroccan curriculum from a quantitative measurement approach to an assessment model grounded in competencies and values. The study is based on the assumption that the assessment difficulties observed in this subject are structural in nature and do not result from deficiencies in reference frameworks or regulatory guidelines. Rather, they stem from the persistence of traditional assessment practices that fail to align with the logic of competency-based assessment, as well as from docimological constraints related to examination construction and grading. The article adopts a descriptive, analytical, and critical methodology by examining the Moroccan reference framework for Islamic Education, diagnosing prevailing assessment practices through docimological concepts, and presenting practical applications drawn from the official curriculum that demonstrate possibilities for overcoming quantitative bias and impressionistic grading. The study concludes that the assessment of competencies and values in Islamic Education is pedagogically feasible, provided that assessment tools are redesigned on the basis of clear performance indicators and standardized assessment grids that ensure validity and fairness, thereby restoring assessment to its formative educational function.