issues and challenges in student assessment: the case of education colleges in Oman
Hamad Al Alawi
Supervisor: Professor Paul Hager
Associated supervisor: Associated professor Clive Chappell
Doctor of Philosophy in Education
University of Technology, Sydney
2004
Abstract
In the last three decades, Omani culture and education have changed rapidly under the influence of both global and local factors. In the context of this rapid change, the education system has improved markedly, including the teacher education being offered by teacher training colleges known as Education Colleges (ECs). However, some issues need to be addressed to tackle unprecedented challenges. One critical issue that flows out of the current expansion of knowledge is student assessment. Currently, assessment is limited to examinations and is not considered an integral part of teaching and learning in the ECs. The research focuses on these current practices in order to raise awareness of the impact of assessment on student learning, to develop understandings of assessment dynamics and complexities, and to find ways through which assessment practices could be improved. It seeks to draw out some consequences for performance in the ECs.
A methodological framework was developed to provide a better understanding of the institutional practices of assessment. A major case study was conducted in one of the six ECs in Oman, namely Sur Education College (SEC). This case study deployed both qualitative and quantitative methods including focus group discussions, interviews, questionnaires and documentary evidence. A greater emphasis on qualitative methods has allowed the use of collaborative research techniques to come to a better understanding of the views of key stakeholders in SEC (pre- and in-service teachers, lecturers, and policy makers) in terms of student assessment.
The research findings indicate that current student assessment in many ways does not enhance student learning and is not utilised to improve overall performance at SEC. This thesis proposes three interlinked dimensions to tackle issues and challenges in student assessment. Firstly, assessment culture acknowledges the powerful influence of assessment, not only on education but also on the whole society. Thus, careful thought must be given to prioritising assessment as being for learner improvement, rather than for merely grading and reporting of results. Secondly, assessment process emphasises the need to integrate assessment into the curriculum, so that assessment is an integral part of the ongoing learning process. Thirdly, assessment practice recognises that the implementation of assessment practices in any form is problematic. Thus, continuous rethinking and reflecting is required to minimise the negative effects and maximise the positive impacts of assessment on student learning.
This thesis calls for appropriate action to reform student assessment at SEC. It is recognised that such reform will not be straightforward. Thus, the dynamics and the complexities of assessment, and the various factors involved have been highlighted and areas of improvement identified.
