Arab Educational Information Network

This study aimed at evaluating the standards-based assessment practices of faculty members from the point of view of MSc. and PhD students enrolled in the curricula and science education program in colleges of education. To achieve this objective, the descriptive analytical approach was used. An electronic questionnaire was prepared in the form of a five-point scale to assess the standards-based assessment practices of faculty members from the perspective of their students. The sample of the study was (114) male and female students enrolled in master and doctorate programs, majoring in curricula and science education for the academic year 1439/1440 AH. The results of the study showed that the level of standards-based assessment practices among faculty members was significantly lower than the educationally acceptable level of performance (80%). There were no statistically significant differences at the level of (0.05) between the views of Master and doctoral students of curricula and science education in standards-based assessment practices among faculty members according to the variables of the university and the program; while there were statistically significant differences at the level of (0.05) between the views of the students of the master and doctoral programs of curricula and science education in the practices of standards-based assessment of faculty members according to the gender variable favoring the males. Accordingly, the study presented some recommendations suggestions for further research. (Published abstract)