University Faculty Members’ Attitudes to Student Assessment Methods in Saudi Arabia

Assessment plays a crucial role in the educational process, being linked to educational decisions made about learners based on evidence of the extent to which educational objectives have been met. Thus, it is a notable topic in academic literature addressing higher education. Recently, assessment has acquired a prominent position in Saudi Arabia due to increasing pressure to ensure quality in higher education. It has been incorporated into academic accreditation standards focused on the quality of student assessment, which emphasise the importance of faculty members using diverse assessment methods and a variety of instruments to assess their students. Faculty members play an important role in the process of assessing students in universities and thus this study sought to explore their attitudes towards student assessment methods in Saudi Arabia. The study adopted a quantitative research approach, employing an online survey administered via Google Forms to conduct data collection. A convenience sample comprising 146 Saudi faculty members took part. Three hypotheses were formulated and tested at the 0.05 level of significance to guide the study and answer the research question. The findings indicated that gender, academic rank, and assessment period were significant variables affecting faculty members’ attitudes toward assessment methods. The study concluded that the participants held positive attitudes toward the use of various methods to assess their students. Article visualizations: