Investigating Saudi EFL University Teachers' Knowledge in Adopting Learning-Oriented Assessment

Abstract

As fairness is one of the crucial dimensions of quality assessment in classroom practices, this study aims to address its connection with learning-oriented assessment (LOA) knowledge of English-as-foreign-language (EFL) teachers in Saudi Arabia. In particular, it addresses if LOA principles and procedures are implemented well, they will lead to improved fairness in classroom assessment practices, and relevant steps to ensure that teachers are adequately equipped in such knowledge. The study was conducted on 25 EFL teachers at an academic institution in Saudi Arabia using questionnaire. Results showed that the learning-oriented assessment knowledge of EFL teachers in higher education is poorly implemented and they are not trained towards this in their pre or in-service tenures. Similarly, results showed that the Saudi EFL teachers perceive the need for training on assessment which is learning-oriented. The study makes some pertinent recommendations to enhance the practical and theoretical LOA competence of Saudi EFL teachers.