Arab World English Journal (AWEJ) Special Issue on CALL Number 8. July 2022                       Pp.3-16

Full Paper PDF


Exploring Teacher’s Perspectives about Online Assessment during the COVID-19
Pandemic in a Saudi Context

Muhammad A. Al Roomy
Department of English, King Saud bin Abdulaziz University for Health Sciences,
King Abdullah International Medical Research Center (KAIMRC)
Kingdom of Saudi Arabia

Received:04/26/2022                          Accepted: 06/19/2022                         Published:07/25/2022


The emergency transition to online learning due to COVID-19 has forced many sectors to respond quickly. The readiness of educational institutes to attend to the abrupt crisis and shift to teach remotely is practiced at different levels. Online assessment is one of them. Rapid advances in technology and software applications are changing the practices of assessment in innumerable ways. Teachers are encouraged to implement a diverse array of assessment methods to measure the learning process of their students in an online environment which may not be the same as conventional learning. Therefore, the current study aims to explore teachers’ perspectives about online assessment during the COVID-19 pandemic in a Saudi context. This study endeavours to shed light on this aspect of online assessment by answering the main question of challenges and benefits faced by English teachers in an online environment. The study was qualitative in nature deploying semi-structured interviews with English instructors to collect data about the researched matter. The findings revealed that the most preferred online assessment tool teachers used to implement was the multiple-choice format. Also, the analysis showed that challenges associated with online assessment were diverse, and some of them were handled appropriately while others remained. For the advantages, they worked in favour of teachers, students and department. This was observed in the opportunities online assessment could provide to save time, easiness to design, take and record and objectivity in marking. Implications and recommendations were offered for further direction and research.
Keywords: assessment methods, COVID-19, online learning, online assessment, teachers’ perceptions, Saudi context

Cite as: Al Roomy, M. A. (2022). Exploring Teacher’s Perspectives about Online Assessment during the COVID-19 Pandemic in a Saudi Context.  Arab World English Journal (AWEJ) Special Issue on CALL (8)3- 16.


Al-Awaid, S. A. A. (2022). Online education and assessment: Profiling EFL teachers’ competency in Saudi Arabia. World Journal of English Language12(2), 1–82.‏

Alexander, B. (2021). Transforming digital learning and assessment: A guide to available and emerging practices and building institutional consensus. Stylus Publishing, LLC.

Almossa, S. Y., & Alzahrani, S. M. (2022). Assessment practices in Saudi higher education during the COVID-19 pandemic. Humanities and Social Sciences Communications9(1), 1–9.‏

AlTameemy, F. A., Alrefaee, Y., & Alalwi, F. S. (2020). Using blackboard as a tool of e-assessment in testing writing skill in Saudi Arabia. Asian ESP16(6.2)183-202.‏

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd  ed.). San Francisco: Jossey-Bass.

Ananthanarayanan, V. (2015). Social presence in culturally mediated online learning environments. In R.D. Wright (Ed), Student-teacher interaction in online learning environments (pp. 1–21). IGI Global.‏

Azevedo, A., & Azevedo, J. (Eds.). (2018). Handbook of research on e-assessment in higher education. IGI Global.

Bakerson, M., Trottier, T., & Mansfield, M. (2015). The value of embedded formative assessment: An integral process in online learning environments implemented through advances in technology. In S. Koc, X. Liu, & P. Wachira, (Eds.), Assessment in online and blended learning environments (pp. 3–20).‏

Becker, L., Becker, F., & Becker, A. (2022). Acing Online Assessment: Your Guide to Success. SAGE.‏

Bonanno, P. (2015). Assessing technology-enhanced learning–A process-oriented approach. In S. Koc, X. Liu, & P. Wachira, (Eds.), Assessment in online and blended learning environments (pp. 39–53).‏

Byrne, V. L., Hogan, E., Dhingra, N., Anthony, M., & Gannon, C. (2021). An exploratory study of how novice instructors pivot to online assessments strategies. Distance Education42(2), 184– 199. DOI: 10.1080/01587919.2021.19116241057/s41599-021-01025-z

Catalano, A. J. (2018). Measurements in distance education: A compendium of instruments, scales, and measures for evaluating online learning. Routledge.‏

Chen, P. P., & Bonner, S. M. (2019). A framework of classroom assessment for learning and self-regulation,  Assessment in education: Principles, policy & practice, 27(4) 373-393.

Cheriguene, A., Kabache, T., Kerrache, C. A., Calafate, C. T., & Cano, J. C. (2022). NOTA: a novel online teaching and assessment scheme using Blockchain for emergency cases. Education and Information Technologies27(1), 115-132.‏

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.‏

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. Athabasca University Press.

Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.‏

Harmer, J. (2015). The practice of English language teaching. Pearson Longman.‏

Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. Sage.

Jaam, M., et al., (2021). Using assessment design decision framework in understanding the impact of rapid transition to remote education on student assessment in health related colleges: A qualitative study. PLoS ONE, 16(7), e0254444. pone.0254444

Leong, W. S., Ismail, H., Costa, J. S., & Tan, H. B. (2018). Assessment for learning research in East Asian countries. Studies in Educational Evaluation59, 270–277.

Lock, J. V., & Redmond, P. (2015). Empowering learners to engage in authentic online assessment. In S. Koc, X Liu, & P. Wachira (Eds.), Assessment in online and blended learning environments, (pp. 21-38). Charlotte, NC: Information Age Publishing.

Miller, D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th  ed.).USA: Kevin M. Davis, 26-46.

Misirli, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Education and Information Technologies26(6), 6699–6718‏.

Pu, S., & Xu, H. (2021). Examining changing assessment practices in online teaching: A multiple-case study of EFL school teachers in China. The Asia-Pacific Education Researcher30(6), 553–561.‏

RAHMANI,  A.  (2021). Shifting towards Online Assessment: A New Promising Gate in the Higher Educational Level.   Arab World English Journal (AWEJ) Special Issue on CALL (7) 217-  238. DOI:

Richards, J. C., Richards, J. C. R., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.‏

Richardson, R., & North, M. (2013). Strengthening the trust in online courses: A common sense approach. Journal of Computing Sciences in Colleges, 28(5), 266–272.

Shohamy, E., Or, I. G., & May, S. (Eds.). (2017). Language testing and assessment. Springer.‏

Singh, C. K. S. et al., (2021). Exploring ESL teachers’ alternative assessment strategies and practices in the classroom. Journal of Language and Linguistic Studies18(1), . 411-426.‏

St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology53(2), 349-366.‏ D O I: 10.1111/ bj et .1316 9

Vanderhout, S. M., Birken, C. S., Wong, P., Kelleher, S., Weir, S., & Maguire, J. L. (2020). Family perspectives of COVID-19 research. Research Involvement and Engagement6(1), 1–3.‏,

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.

Wright, R. D. (Ed.). (2014). Student-teacher interaction in online learning environments. IGI Global.‏

Received: 04/26/2022
Accepted: 06/19/2022
Published: 07/25/2022   

Dr. Muhammad Al-Roomy is currently an associate professor at King Saud bin Abdulaziz University for health sciences in Riyadh, Saudi Arabia. His research interests include teaching reading skills, grammar, oral skills, and students’ beliefs and attitudes toward English and ESP research. ORCID: