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Table 3 Item level descriptive statistics

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