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Assessment of Student Learning

  • Eqbal Darandari
  • Anne Murphy
Chapter
Part of the Higher Education Dynamics book series (HEDY, volume 40)

Abstract

This chapter overviews the traditional teacher-centered approaches to assessment that have dominated Saudi higher education, and then investigates the factors driving a recent paradigm shift towards contemporary student-centered and learning outcomes-based student assessment models. Saudi higher education institutions are still largely dominated by a norm-referenced assessment culture. In order to challenge this culture, the authors suggest that a more proactive approach to staff training and development is needed.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.National Commission for Academic Assessment and Accreditation (NCAAA)RiyadhSaudi Arabia
  2. 2.Academic AffairsDublin Institute of TechnologyDublinRepublic of Ireland

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