Concerns over grade inflation are resurfacing in Morocco as students receive their exam results, revealing significant discrepancies between classroom-based continuous assessment and national exam scores. This divergence is prompting questions about the effectiveness and credibility of the current school evaluation system. Educators and observers are debating whether the assessments accurately measure students’ actual competencies. The issue is further complicated by a combination of pedagogical and socioeconomic factors that may contribute to inflated grades. The debate centers on the validity of continuous assessment versus standardized testing in accurately reflecting student achievement. This situation highlights ongoing challenges in ensuring fair and reliable academic evaluation within the Moroccan education system.