Assessment Approaches of English Language Teachers in the Saudi Higher Education Context

Autor/inn/en	Almossa, Samar Yakoob; Alzahrani, Sahar Matar
Titel	Assessment Approaches of English Language Teachers in the Saudi Higher Education Context
Quelle	In: Language Testing in Asia, 12 (2022), Artikel 10 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almossa, Samar Yakoob) ORCID (Alzahrani, Sahar Matar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-022-00160-x
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Student Evaluation; Evaluation Methods; Language Teachers; Faculty Development; Teacher Attitudes; Culture Fair Tests; Gender Differences; Experienced Teachers; Career Development; Foreign Countries; Higher Education; College Faculty; Middle East; Africa + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Lehrerverhalten; Geschlechterkonflikt; Berufsentwicklung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Vorderasien; Afrika
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01