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Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL

Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL

Mansoor S. Almalki, Paul Gruba
Copyright: © 2020 |Pages: 18
ISBN13: 9781799830627|ISBN10: 1799830624|ISBN13 Softcover: 9781799830634|EISBN13: 9781799830641
DOI: 10.4018/978-1-7998-3062-7.ch004
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MLA

Almalki, Mansoor S., and Paul Gruba. "Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL." ICT-Based Assessment, Methods, and Programs in Tertiary Education, edited by Serpil Meri Yilan and Kasim Koruyan, IGI Global, 2020, pp. 65-82. https://doi.org/10.4018/978-1-7998-3062-7.ch004

APA

Almalki, M. S. & Gruba, P. (2020). Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL. In S. Meri Yilan & K. Koruyan (Eds.), ICT-Based Assessment, Methods, and Programs in Tertiary Education (pp. 65-82). IGI Global. https://doi.org/10.4018/978-1-7998-3062-7.ch004

Chicago

Almalki, Mansoor S., and Paul Gruba. "Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL." In ICT-Based Assessment, Methods, and Programs in Tertiary Education, edited by Serpil Meri Yilan and Kasim Koruyan, 65-82. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3062-7.ch004

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Abstract

This chapter sets out a conceptual framework for the design and use of ‘blended assessments' that seek to create formative activities that can be characterized by shifting modalities of presentation, variations in time and action, and moves from individual to group work. The study's framing is built upon longitudinal participatory action research based on the research questions. In addition to auto-ethnographic observations, 13 Saudi participants—three course coordinators, seven instructors, and three students—were asked to participate in focus groups and individual interviews. Using qualitative data analysis software, three core characteristics of formative blended assessment were identified: (1) multi-modal activities, flexibility, and peer encouragement, for example, were seen to be an ‘advantage'; (2) alignment of pedagogies and assessment tasks were perceived in a ‘compatibility' theme; and (3) the possibility of dishonest behaviors and administrative challenges were classed under ‘complexity'.

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