Evaluating the validity of Saudi English language undergraduate students’ results in light of proposed criteria
Abstract
Education is the process of acquiring knowledge, skills, values, peers, beliefs, practices and personal development. Mentoring methods include teaching, coaching, storytelling, discussion, and guided research. Education is often led by teachers; however, students can also engage in self-education. As education is a continuous process, it requires rectifying from time to time and that is achieved by conducting regular evaluation and assessment. The role of assessment cannot be denied in any educational process because it works as a course-correction tool. It is indeed one of the pillars of formal education. However, validation of learning results is rarely undertaken in institutions because no comprehensive method for this is available. The current study evaluates international and national best result assessment practices to prepare a balanced model for use in English language Departments in ESL/ EFL situations. The criteria are applied at Mustaqbal University (MU), Saudi Arabia, and results showed that only some of the forty seven criteria are robustly applied, a few partially applied, and some not applied at all. Overall, the study establishes that result assessment needs a careful re-thinking at MU to place it among the most prestigious educational institutions of the world.
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