Centre of Foundation Studies, General Foundation Program, University of Buraimi, Sultanate of Oman
Engagement is a critical educational issue continuously discussed to enhance the quality of learning outcomes. This research investigates the assessment engagement of General Foundation Program (GFP) students at the University of Buraimi. Given the dearth of studies measuring students’ assessment engagement in the literature, this study aims to answer two questions: At which level of assessment are GFP students at the University of Buraimi more engaged: assessment literacy, assessment design, or assessment feedback? Additionally, which aspect of these levels do they engage with the most? A total of 93 students participated in the study during the academic year 2023/2024, selected using a convenience sampling procedure. Data were collected using a single questionnaire and analyzed with the Statistical Package for Social Science (SPSS) software (version 23). Results indicated that GFP students engage more in assessment literacy than in assessment feedback or assessment design. Specifically, they engage in assessment by understanding discipline requirements, valuing regular opportunities to test their knowledge and skills in class and online, and comprehending assessment rules and processes (e.g., marking and moderation) more than other aspects. The research implications and future avenues for study are discussed.
Keywords: Assessment Engagement, Assessment Literacy, Assessment Design, Assessment Feedback
The above abstract is a part of the article which was accepted at The 10th International Conference on Languages, Linguistics, Translation and Literature (WWW.TLLL.IR), 1-2 February 2025, Ahwaz.
