English Language Assessment in the Colleges of Applied Sciences in Oman: Thematic Document Analysis

Abstract

Proficiency in English language and how it is measured have become central issues in higher education research as the English language is increasingly used as a medium of instruction and a criterion for admission to education. This study evaluated the English language assessment in the foundation Programme at the Colleges of Applied sciences in Oman. It used thematic analysis in studying 118 documents on language assessment. Three main findings were reported: compatibility between what was taught and what was assessed, inconsistency in implementing assessment criteria, and replication of the General Foundation Programme standards. The implications of the findings on national and international higher education are discussed and recommendations are made.

National Learning Outcome Standards: A Case ‎of the Computing Element in Oman

“…An example is Al Senaidi (2020), who studied the English and Mathematics components of the GFP among Omani university students. A few other studies have roughly pointed at Oman's GFP LOs (Al Hajri, 2014;Ali et al, 2020;Fatima, 2020;Inguva, 2018). However, no study has been carried out with particular reference to the Computing element of the GFPs in Oman.…”

Exploring the Effectiveness of Implementing Seminars as a Teaching and an Assessment Method in a Children’s Literature Course

“…Aiming to position assessment as an integral part of the teaching and learning process without taking the context of the Omani classroom environment-involving teachers and students' expectations and past experiences-into consideration may have undesirable consequences on the value of assessment, teaching and learning processes. Considering that teaching methods such as lecturing and assessment methods like tests still dominate educational policy and practice in Oman (Al-Hajri, 2014;Al-Issa, 2011;AL-Maskri, Al-Mukhini, & Amzat, 2012), students' rely on teachers to provide the materials, highlight what is important, plan revisions and manage and lead the lecture time (Al-Badwawi, 2011;Al-Issa, 2005. Students, therefore, play a passive role in learning as they listen to the teacher, may take notes or just retrieve the materials from the teacher later, usually to review them for the midterm and final exams, which forms not less than 70% of the course overall grade.…”