An Investigation into Assessment Preferences of Gulf Arab Students

Mashael Al-Hamly, Christine Coombe

Abstract


The purposes of this study are to gain insight into Gulf Arab EFL students’ preferences when being assessed in their university-level English courses and to investigate if gender and degree of test anxiety have an impact on these preferences. Data were obtained from responses on an adapted form of Birenbaum’s (1994) Assessment Preferences Inventory. Results show that the students participating in this study favor assessments with multiplechoice (MCQ) questions as they are viewed as being easier to prepare for, easier to take, and thus will bring in relatively higher scores. Results also indicate that students are very much in favor of choosing how they will be assessed and data report a strong preference for multiple measures, and low stakes assessment. Implications for the classroom are also discussed.

 


Keywords


Assessment perceptions, Assessment preferences, English as Second Language

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DOI: http://dx.doi.org/10.24200/jass.vol6iss3pp17-33

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Copyright (c) 2017 Mashael Al-Hamly, Christine Coombe

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This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

JASS 2017-CC BY-ND

This journal and its content is licensed under a Attribution-NoDerivatives 4.0 International.

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