The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review

Yahya Al Alhareth^1, and Ibtisam Al Dighrir²

¹Centre for Computing and Social Responsibility, De Montfort University, Leicester, UK

²General Administration of Education in Najran region, Ministry of Education, Riyadh, Kingdom of Saudi Arabia

Cite this paper:
Yahya Al Alhareth and Ibtisam Al Dighrir. The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review. American Journal of Educational Research. 2014; 2(10):883-891. doi: 10.12691/education-2-10-6

Abstract

Assessments are essential components of teaching and learning programmes and help shape individual learning. Assessment at secondary and higher education levels in the Kingdom of Saudi Arabia (KSA) uses an examination system and it relies solely on the teacher to assess students. The assessment does not assess the ability of students to design and carry out experiments or even evaluate their understanding of mathematical and scientific concepts. Thereby, this paper will review the literature of the assessment process in the Saudi General Education System by considering several different aspects. This consideration will include the definitions and purpose of assessment as a means of learning about students and the progression of their learning. The different forms of assessment will also be considered as well the assessment practices in mathematics, and in particular in intermediate schools in Saudi Arabia as it can provide insights into the quality of assessment practices.

Keywords:
summative assessment formative assessment assessment process mathematics assessment

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