Students' attitudes toward national evaluations and their impact on learning: A mixed method study of the NAFS test

Abstract

This study investigates students' attitudes toward national evaluations and their perceived impact on learning, focusing on the National Assessment for Learning Standards (NAFS) test in Saudi Arabia. Using a mixed-methods approach, the research combines quantitative and qualitative data to gain a comprehensive understanding of students’ perceptions, experiences, challenges, and suggestions for improvement. The quantitative phase is based on questionnaire data from 533 first-year secondary students, who had previously taken the NAFS test during their final year of intermediate school. The qualitative phase includes semi-structured interviews conducted with a sub-sample of 15 students. Results show a generally negative attitude towards the test's effectiveness, with significant differences favoring private school students, whereas no significant gender-based differences were observed. The challenges arose from the unsuitable timing for the test's implementation, unclear test questions, a lack of motivation among students to take the test, as well as the absence of feedback that would benefit them due to the disconnect between test results and their academic performance. Some students provided suggestions and opinions regarding this test, including integrating the test components into the curriculum, offering both moral and material incentives for high achievers, extending the test duration, and using the test as a tool to identify each student's strengths and weaknesses. The findings highlight the need for national assessments to align more closely with students' academic contexts and emotional needs.