Assessment Practices in Saudi Higher Education During the COVID-19 Pandemic

Assessment literacy is crucial for effective teaching and learning. This study addresses a gap in understanding assessment practices within the Saudi higher education context, where precise specifications and standards are lacking. The unexpected shift to online learning during the COVID-19 pandemic created an opportunity to examine how faculty adapted their assessment approaches. The research aims to identify assessment practices across different departments and subjects in Saudi universities and to explore faculty's educational assessment needs and preferred professional development methods. This quantitative study uses self-reported data from Saudi university teaching staff to understand current practices and pinpoint areas needing improvement in assessment literacy.

Existing research highlights the importance of teacher assessment literacy, emphasizing the need for educators to understand assessment principles (practicality, reliability, validity, authenticity, washback, fairness). Studies reveal negative impacts of poor assessment decisions on student learning outcomes and the prevalence of unsound assessment practices among teachers lacking sufficient assessment training. While previous research has focused on developed countries, there's a lack of research on assessment practices in the Middle East and North Africa (MENA) region, particularly Saudi Arabia. Limited research exists on the impact of COVID-19 on faculty assessment practices, despite numerous studies exploring student experiences during the pandemic. This study fills this gap by focusing specifically on faculty members' assessment practices and needs during the crisis.

A quantitative survey using a modified version of the Approaches to Classroom Inventory (ACAI) was administered to 267 teaching staff from 27 Saudi universities and 13 different colleges between June and December 2020. The survey gathered demographic data (gender, teaching position, college, career stage, students taught, assessment education) and explored assessment practices before and during the pandemic, along with training needs and preferences. Data analysis involved descriptive statistics, exploratory factor analysis, ANOVA, independent samples t-test, and chi-square tests using SPSS software. The ACAI assessed assessment purposes (assessment of, for, and as learning), processes (design, scoring, communication), fairness (standardized, equitable, differentiated), and theory (reliability, validity, mixed).

The most highly endorsed practices included giving feedback, linking assessments to learning objectives, using scoring guides, and monitoring/revising assessment approaches. The least endorsed practices were mapping summative assessments to curriculum expectations, addressing cultural and linguistic diversity, and accommodating students with special needs. Formative assessments were rarely used during the pandemic. Associate professors reported the highest endorsement of assessment practices, followed by assistant professors, while teaching assistants and lecturers reported lower scores. Significant differences were found across academic ranks. Before the pandemic, summative assessments (exams, quizzes) were dominant, while during the pandemic, there was a shift towards modified summative and performance assessments (assignments, projects, presentations), with a significant reduction in the overall number of assessments. The majority (67.8%) of respondents changed their assessment practices during the pandemic. Regarding professional development preferences, respondents prioritized training in writing test items, marking/scoring, feedback, peer assessment, and 21st-century skills assessment techniques. Males preferred individual and online learning more than females, and instructors of BA students preferred learning through peers/mentors and less through university courses compared to those teaching a mix of student levels.

The findings highlight the need for context-specific assessment training in Saudi Arabia. The shift towards performance-based assessments during the pandemic aligns with global trends and MOE guidelines. However, the under-endorsement of practices related to fairness and addressing diverse student needs raises concerns. The discrepancy in assessment practices and training needs across academic ranks suggests a need for targeted professional development. The study supports the importance of assessment education and its impact on teaching and learning, emphasizing the need for diverse resources to meet varied learning preferences. The limited use of formative assessment during the pandemic underscores the challenges of adapting assessment in crisis situations.

This study provides valuable insights into assessment practices in Saudi higher education, revealing areas of strength and weakness. The findings highlight the need for tailored assessment training, catering to diverse needs and preferences. Future research could explore post-pandemic assessment practices, conduct qualitative studies to gather richer data, and conduct cross-country comparisons within the MENA region.

The study relies on self-reported data, potentially introducing bias. The sample size is relatively small, limiting the generalizability of the findings. The focus on self-reported data might not fully capture the complexities of actual classroom assessment practices.