Journal article
Key Stakeholders’ Perceptions of High-Stakes Testing in Middle Schools in Saudi Arabia: A Qualitative Approach


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Publication Details
Author list: Philline M. Deraney, Amani Khalaf Hamdan Alghamdi, Brenda Kay Mathis, Laila A. Alegaily, Kelly M. Al-Nashmi, Adele Madikoma Mavus
Publisher: Psychology and Education Journal
Publication year: 2021
Journal: Psychology and Education Journal
Volume number: 58
Issue number: 5
ISSN: 0033-3077
Web of Science ID:
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eISSN: 0033-3077
Languages: English-United States


While assessment research often focuses primarily on the performance and perspectives of students, this qualitative study
investigates key stakeholders’ perspectives on high-stakes testing (HST) in middle school (grades 7, 8, and 9) in Saudi Arabia. A
thematic analysis of in-depth interviews with twelve student, teacher, and parent participants revealed four recurring themes
surrounding high-stakes testing: the schools’ pedagogical context, perceived responsibility for students’ success, sources of test
anxiety, and strategies to deal with high-stakes testing. While the common thread was the intended success of students
academically, the path to success and concern for students’ psychological health were quite varied, even contrary, between
parents, students, and teachers indicating a schism between the stakeholders’ perspectives on high-stakes testing. Transparent
conversations between stakeholders to find common ground that best supports student learning and assessment, increased
understanding of the concept and concrete strategies to deal with high-stakes testing, redefining academic success, and
alternative assessment solutions could offer a healthy, reciprocal relationship between assessment and learning for all concerned
stakeholders.


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Last updated on 2021-16-10 at 20:43