This paper aims to examine and assess the state of geographical resources cognitive, procedural, and affective at the undergraduate level at Mohammed V University in Rabat, drawing on the strategic importance of educational assessment as a key entry point for improving the quality of the university education system. Framed by a research problem centered on the tension between the pedagogical function of assessment and the constraints of its practical implementation, the study adopts a descriptive-analytical approach, using a questionnaire as the primary research instrument to collect data and interpret phenomena related to the assessment process. The empirical findings reveal a significant gap in assessment practices, reflected in structural difficulties faced by students in geography module examinations, along with low levels of satisfaction regarding achieved outcomes. Furthermore, the study highlights a near absence of diagnostic and formative assessment in the design of geography courses, thereby confining assessment to its summative dimension at the end of the semester. Additionally, the research identifies a range of structural and pedagogical constraints that hinder university instructors in managing assessment processes, placing quality enhancement efforts before practical challenges that require a reconsideration of the implementation mechanisms currently in use.