An Investigation of Students' Assessment Engagement within Higher Education: A Case Study of General Foundation Program Students at the University of Buraimi
- المؤلفون
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Asma Hamyar Al Azzani
Instructor of English, General Foundation Program, University of Buraimi, Al Buraimi, Oman
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Munnera Hamyar Al Azzani
Ministry of Education, Sohar, Oman
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- الملخص
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: Engagement is one of the educational issues discussed continuously to raise the quality of learning outcomes achievement. The current quantitative descriptive research investigates the engagement of General Foundation Program (GFP) students in assessment at the University of Buraimi. This study aims to identify the level at which students are most engaged in assessment (assessment literacy, assessment design and assessment feedback). This research is significant because there is a dearth of studies measuring students' assessment engagement in the literature. A total of 93 students were selected for the study using a convenience sampling procedure during the 2024/ 2025 academic year. Data were collected through a questionnaire and analysed using SPSS (version 23). Descriptive statistics and inferential analysis, specifically a one-sample t-test, were employed to examine students’ engagement levels. Results showed that GFP students at the University of Buraimi demonstrate higher engagement in assessment literacy than in assessment feedback and assessment design. Specifically, students showed stronger engagement in understanding assessment requirements, valuing opportunities to test their knowledge, and understanding assessment rules and processes. The findings highlight the need to enhance students’ engagement in feedback and design aspects to promote deeper learning. Implications and recommendations for improving assessment practices in higher education are discussed.
- الكلمات المفتاحية:
- Assessment engagement، assessment literacy، assessment design، assessment feedback، Oman, EFL، GFP students
- المراجع
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- التنزيلات
- منشور
- 2026-09-05
- إصدار
- مجلد 6 عدد 18 (2026)
- القسم
- الاصدار
إحصائيات الاستخدام
معرف المقال: 351
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