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Assessment practices in Saudi higher education during the COVID-19 pandemic

Author

Listed:
  • Samar Yakoob Almossa

    (Umm Al-Qura University)

  • Sahar Matar Alzahrani

    (Umm Al-Qura University)

Abstract

This study determines the assessment practices used by teaching staff in Saudi universities, explores how these assessment practices have changed during the coronavirus disease 2019 pandemic, and investigates how teaching staffs’ priorities and preferences for education on assessment during the pandemic were shaped. To support professional development, the study also aims to raise teaching staffs’ awareness of assessment practices. Teaching staff in Saudi universities were invited to complete the Approaches to Classroom Inventory survey. The results showed that the most highly endorsed practices included giving feedback, linking assessments to learning objectives and learning outcomes, using scoring guides, and monitoring and revising assessment approaches. The least endorsed practices included mapping summative assessment to curriculum expectations, responding to the cultural and linguistic diversity of students, and accommodating students with special needs/exceptionalities in assessments. Further, during the pandemic, formative assessments were rarely used. Although faculty members from various colleges and fields of specialty showed similar patterns in endorsing assessment practices, they differed in their preferences and needs for assessment education.

Suggested Citation

  • Samar Yakoob Almossa & Sahar Matar Alzahrani, 2022. "Assessment practices in Saudi higher education during the COVID-19 pandemic," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:9:y:2022:i:1:d:10.1057_s41599-021-01025-z
    DOI: 10.1057/s41599-021-01025-z
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    References listed on IDEAS

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    1. Aleksander Aristovnik & Damijana Keržič & Dejan Ravšelj & Nina Tomaževič & Lan Umek, 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective," Sustainability, MDPI, vol. 12(20), pages 1-34, October.
    2. T Gonzalez & M A de la Rubia & K P Hincz & M Comas-Lopez & Laia Subirats & Santi Fort & G M Sacha, 2020. "Influence of COVID-19 confinement on students’ performance in higher education," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-23, October.
    3. Hani Al-Mohair & Saleh Alwahaishi, 2020. "Study on students' experiences about online teaching during COVID-19 Outbreak," Technium Social Sciences Journal, Technium Science, vol. 8(1), pages 102-116, June.
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    Cited by:

    1. Ahmed Mohammed Boukranaa & Rania Abdasalam Mjahad & Rabah EIsayed Mohammed, 2023. "Students and Teachers' Attitudes towards the effectiveness of Distance Education during Covid-19 Pandemic: Egypt and Morocco as case study," Technium Social Sciences Journal, Technium Science, vol. 45(1), pages 127-141, July.
    2. Jário Santos & Ig Bittencourt & Marcelo Reis & Geiser Chalco & Seiji Isotani, 2022. "Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-16, December.

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