Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education

Abstract

Standardized tests have been found in various settings strongly
influencing students’ learning processes as well as outcomes, but such
tests have been reported being unhelpful in improving student learning.
In contrast, formative assessment (FA) is employed to help students
know the level of their learning during a course and allow them to
increase the standard of their learning, through knowing their learning
weaknesses, receiving informative feedback from their teachers and
applying adequate learning strategies, in order to achieve the formulated
goals of the course. A thorough examination of empirical published
research in the field revealed that insightful studies in Saudi academic
context are still awaited. Therefore, this exploratory study was an attempt
to investigate consequential validity of formative assessment at a Saudi
university. To examine the nature of the consequential validity, data were
collected from 960 English-major students via a survey (of whom 465
responded), 18 classroom observations and 4 focus-group interviews.
The data underwent both statistical and content analysis. The results
showed that FA, in the context of this study, seriously lacks intended
consequential validity—positive impact on students’ learning. Besides,
the data indicated a strong unintended consequential validity i.e.,
negative bearing of FA on what the students learnt, how they learnt it and
the depth of their learning. Therefore, it is recommended that FA
practices should be urgently revisited with expert understanding for the sake of students’ improved learning. Finally, teachers should be trained
in how to employ FA tools more skillfully and effectually.