No one can deny the great role which assessment plays in any educational system. However, research on this area seems to suffer from a dearth. Through empirical research based on questionnaires and interviews among university students and teachers, this work tries to investigate the assessment procedures in two Departments of English: that of the Faculty of Letters in Rabat and its sister Faculty in Fez. More particularly, the study elicits teachers’ and students’ perceptions of, inter alia, Terminal Assessment and Continuous Assessment in the two institutions. The book, therefore, is an attempt to provide educators, students, researchers and decision-makers with a clear picture of the assessment procedures in Moroccan Higher Education. It is also an introduction to further research on assessment-related issues.