Investigating Saudi EFL University Teachers' Knowledge in Adopting Learning-Oriented Assessment
Bibliographic record
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".