Docimological Issues in the Didactics of Islamic Education: From Quantitative Measurement to Competency and Values-Based Assessment in the Moroccan Curriculum. Contemporary Studies Journal in Education and Psychology, [S. l.], v. 1, n. 4, 2025. DOI: 10.56989/ejyw8v70. Disponível em: https://journals.ibnacenter.com/csj/article/view/60. Acesso em: 11 nov. 2026.