Enhancing Language Assessment Skills among Faculty Members in Saudi EFL Context

Mohammed  Nazim; Abduljalil Hazaea

doi:10.17323/jle.2020.10124

Mohammed Nazim Najran University https://orcid.org/0000-0003-1802-6412
Abduljalil Hazaea Najran University https://orcid.org/0000-0002-1950-2153

DOI: https://doi.org/10.17323/jle.2020.10124

Keywords: language assessment skills, faculty members, preparatory year, high-stakes tests, professional training

Abstract

In Saudi higher education, assessment has shifted to incorporate intended learning outcomes rather than merely textbook content. Subsequently, faculty members unwillingly participate in high-stakes competitive and harmonized assessment in English as a Foreign Language (EFL) courses during the preparatory year (PY). These challenges emphasize the importance of need-based training for faculty members. Accordingly, this context-specific study scrutinized faculty members’ needs as well as the impact of a training program on engaging the participants and on fostering language assessment skills (LASs) among them. In so doing, an action research design used pre- and post-questionnaires and included a training portfolio to collect data from 31 faculty members. The study first identified those needs as instructional skills, design skills, and educational measurement skills. In the context of professional development, the researchers designed a training program based on those reported needs. During training, the participants expressed their satisfaction with the language assessment. After the training, the participants greatly improved their LASs. The paired tests indicated that the faculty members increased their instructional skills, design skills, and skills of educational measurement. Further research is recommended for enhancing LASs among EFL students.

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