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

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Philline M. Deraney, Amani Khalaf Hamdan Alghamdi, Brenda Kay Mathis, Laila A. Alegaily, Kelly M. AlNashmi, Adele Madikoma Mavuso

Abstract

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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