The Effectiveness of a Proposed Training Program Based on the Evaluation and School Accreditation Standards to Improve the Assessment Practices Intermediate-Stage English Language Teachers.

The current study aimed to design a proposed training program based on the Evaluation and School Accreditation Standards and identify its effectiveness in improving the assessment practices of intermediate-stage English language teachers. To achieve these objectives, the researcher employed the experimental method with a quasi-experimental (one-group pre-test, post-test design). An observation card is used to collect data. The study's population includes all intermediate-stage English language teachers at the Riyadh Education Departments during the first semester of the 2024 academic year, which is 2364 teachers. The sample for the study was chosen based on the intended selection. The researcher chose the intermediate-stage English language teachers with low scores in their assessment practices and who needed training in this domain, including twenty intermediate-stage English language teachers. The researcher designed a proposed training program based on the Evaluation and School Accreditation Standards and checked for validity by 5 faculty members specializing in TESOL/ TEFL. Due to the feedback given by the arbitrators, some parts were paraphrased. Then, the researcher applied the proposed training program for 30 hours. After that, the researcher used suitable statistical techniques. The findings demonstrated the effectiveness of a proposed training program based on the Evaluation and School Accreditation Standards in improving the assessment practices of intermediate-stage English language teachers. The researcher provided some recommendations and suggestions for future studies based on the findings.