Assessment approaches of English language teachers in the Saudi higher education context
Abstract Assessment approaches including assessment purposes, assessment processes, fairness, and measurement theory, and English teachers’ professional development needs remain underexplored in the Middle East and North Africa regions. This study provided empirical evidence on English language teac...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-04-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00160-x |
| _version_ | 1818022457625280512 |
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| author | Samar Yakoob Almossa Sahar Matar Alzahrani |
| author_facet | Samar Yakoob Almossa Sahar Matar Alzahrani |
| author_sort | Samar Yakoob Almossa |
| collection | DOAJ |
| description | Abstract Assessment approaches including assessment purposes, assessment processes, fairness, and measurement theory, and English teachers’ professional development needs remain underexplored in the Middle East and North Africa regions. This study provided empirical evidence on English language teachers approaches in the Saudi higher education context. A survey was used to examine the teachers’ current approaches to classroom assessment. A total of 287 subjects (191 women and 94 men) participated in the survey. The results revealed that both the male and female participants valued and endorsed assessments alike. However, female participants were found to value assessment purposes more than their male counterparts. Fairness in assessment approaches was the least valued item in teachers’ identified assessment approaches. Experienced teachers who identified themselves as competent in their role valued assessment fairness and measurement theory more than novice teachers. The present work broadens our knowledge on teachers’ assessment approaches in relation to gender, career stage, and academic position, which support interested researchers and policy-makers in decision-making regarding designing professional development programs. |
| first_indexed | 2024-12-10T03:28:44Z |
| format | Article |
| id | doaj.art-391b1a51cc24449db34de0509c37e635 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-12-10T03:28:44Z |
| publishDate | 2022-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-391b1a51cc24449db34de0509c37e6352022-12-22T02:03:52ZengSpringerOpenLanguage Testing in Asia2229-04432022-04-0112111510.1186/s40468-022-00160-xAssessment approaches of English language teachers in the Saudi higher education contextSamar Yakoob Almossa0Sahar Matar Alzahrani1English Language Centre, Umm Al-Qura UniversityEnglish Language Centre, Umm Al-Qura UniversityAbstract Assessment approaches including assessment purposes, assessment processes, fairness, and measurement theory, and English teachers’ professional development needs remain underexplored in the Middle East and North Africa regions. This study provided empirical evidence on English language teachers approaches in the Saudi higher education context. A survey was used to examine the teachers’ current approaches to classroom assessment. A total of 287 subjects (191 women and 94 men) participated in the survey. The results revealed that both the male and female participants valued and endorsed assessments alike. However, female participants were found to value assessment purposes more than their male counterparts. Fairness in assessment approaches was the least valued item in teachers’ identified assessment approaches. Experienced teachers who identified themselves as competent in their role valued assessment fairness and measurement theory more than novice teachers. The present work broadens our knowledge on teachers’ assessment approaches in relation to gender, career stage, and academic position, which support interested researchers and policy-makers in decision-making regarding designing professional development programs.https://doi.org/10.1186/s40468-022-00160-xEnglish teachersHigher educationAssessment approaches |
| spellingShingle | Samar Yakoob Almossa Sahar Matar Alzahrani Assessment approaches of English language teachers in the Saudi higher education context Language Testing in Asia English teachers Higher education Assessment approaches |
| title | Assessment approaches of English language teachers in the Saudi higher education context |
| title_full | Assessment approaches of English language teachers in the Saudi higher education context |
| title_fullStr | Assessment approaches of English language teachers in the Saudi higher education context |
| title_full_unstemmed | Assessment approaches of English language teachers in the Saudi higher education context |
| title_short | Assessment approaches of English language teachers in the Saudi higher education context |
| title_sort | assessment approaches of english language teachers in the saudi higher education context |
| topic | English teachers Higher education Assessment approaches |
| url | https://doi.org/10.1186/s40468-022-00160-x |
| work_keys_str_mv | AT samaryakoobalmossa assessmentapproachesofenglishlanguageteachersinthesaudihighereducationcontext AT saharmataralzahrani assessmentapproachesofenglishlanguageteachersinthesaudihighereducationcontext |