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The social impact on approaches to assessment

Written by: Mohammed Jamili
3 min read
MOHAMMED JAMILI, FCCT MED, HEAD OF LEARNING, WAAD ACADEMY, JEDDAH, KINGDOM OF SAUDI ARABIA As an educator with over a decade of experience in the UK education system, and currently serving in a senior leadership role in an international school based in Saudi Arabia, the journey of assessment practices has been both enlightening and challenging. In this reflective article, I delve into the prevailing emphasis on summative assessments and how we are currently recalibrating our approach to evaluation in the context of an international school environment in Saudi Arabia. In many educational settings, including my own, grades and marks can often take centre stage as the predominant indicators of student progress (Pembroke, 2019). There are many reasons why this is the case, and a major factor is the social importance given to marks and grades (Knesek, 2022). From experience, parents can debate with teachers over a mark or two, which, to the teacher, may not be the end game but for a par

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