From: Assessment approaches of English language teachers in the Saudi higher education context
Item | n | Mean | SD |
---|---|---|---|
1. I use student assessment data to inform instructional planning and next steps for individual students and the whole class. | 223 | 3.96 | 1.017 |
2. I monitor and revise my assessment approaches regularly. | 226 | 4.05 | 0.967 |
3. I use a variety of formative assessment techniques (e.g., structured Q&A, feedback) and instruments (e.g., paper-pencil quizzes, personal-response systems) to check for understanding during instruction. | 227 | 4.15 | 0.999 |
4. My summative assessment (e.g., quizzes) grades meaningfully represent individual student learning as related to curriculum expectations. | 225 | 3.96 | 0.901 |
5. I use various summative assessment types, such as multiple-choice tests, essays, and performance-based assessments. | 220 | 3.99 | 1.068 |
6. I engage students in monitoring their own learning and using assessment information to develop their learning skills. | 224 | 3.99 | 1.037 |
7. I spend adequate time ensuring my assessments are responsive to and respectful of the cultural and linguistic diversity of my students. | 221 | 3.94 | 0.991 |
8. I regularly involve students in assessment approaches during teaching. | 225 | 3.74 | 1.068 |
9. I clearly communicate the purposes and uses of assessment to students. | 228 | 4.03 | 0.926 |
10. I provide timely feedback to students to improve their learning. | 228 | 4.17 | 0.944 |
11. The intended purposes of the assessment or/and the curriculum expectations influence my assessment-related decisions. | 225 | 3.90 | 0.93 |
12. I am able to analyze and make instructional decisions based on my students’ performance on unified assessments. | 226 | 3.95 | 0.974 |
13. I monitor and revise my assessment approaches to improve the quality of my teaching. | 125 | 3.54 | 0.894 |
14. My methods of assessment allow students to show their learning in diverse ways. | 147 | 3.59 | 0.739 |
15. I spend adequate time differentiating my assessment approaches to meet students’ specific educational needs. | 144 | 3.44 | 0.859 |
16. I provide adequate resources and time to prepare students with special needs for assessment. | 135 | 3.42 | 0.796 |
17. In my class, all students complete the same assignments, quizzes, and tests. | 136 | 3.32 | 0.994 |
18. When grading student work, I use the same rubric or scoring guide for all my students. | 107 | 3.57 | 0.825 |
19. I link my assessment tasks to learning objectives. | 116 | 3.64 | 0.806 |
20. I am confident that my students’ performance on my assessments represents what I want them to learn. | 150 | 3.50 | 0.825 |
21. I can select assessment types that align with my learning objectives from test banks, textbook series, and/or online teacher sharing sites. | 142 | 3.53 | 0.856 |
22. I use multiple assessment types to measure each learning objective and am confident in the grades I assign. | 151 | 3.53 | 0.807 |
23. My students’ grades and feedback are based on the data collected about their learning achievement. | 153 | 3.56 | 0.768 |
24. I am confident that I apply my scoring guides/rubrics consistently. | 143 | 3.57 | 0.756 |
25. I use student assessment data to inform teaching planning and next steps for individual students and the class as a whole. | 156 | 3.53 | 0.791 |