AbstractAligning assessment practices with instructional and
learning strategies trigger deep learning. However,
research confirms that some language teaching contexts
do not moderate a positive association between
assessment methods and course learning outcomes
(CLOs). This research attempted to examine the
congruence between assessment task designs and CLOs
of an English-major program in a Saudi public
university and evaluate the authenticity of the tasks. To
seek answers for the research questions, final
examination marked papers of nine randomly selected
courses were evaluated. The study used a documentary
research method. The question papers underwent both
quantitative and qualitative analysis. The results
evinced inconsistencies in assessment task designing
and marking styles across the courses. The tasks were
invalid and unauthentic, and they did not match CLOs.
Therefore, suggestions are presented that the
assessment practices should be revisited to stop
assessment tempering in the interest of observable and
sustainable academic achievements.
1-Muhammad Umer Assistnt Professor, Department of English, Islamia College University Peshawar, Kpk, Pakistan.2-Abdul Fattah Soomro Associate Professor, English language Centre, Taif University, Taif, Saudi Arabia.
KeywordsAssessment Tasks, Authenticity, Critical Thinking, Learning Outcomes, Quality Assurance
Volume & IssueIV - I