Learning outcomes: written statements describing the knowledge, skills and personal characteristics that the learner is expected to know, understand or be able to do as a result of the learning process.
Criterion referenced tests: a type of test in which a student's test performance is compared to a predetermined external criterion, without regard to the level of their peers.
Continuous assessment: a comprehensive assessment process in which the teacher uses various assessment methods. It is a continuous process carried out alongside the teaching process, and aims to improve the educational process through feedback, as well as to issue judgements on the extent of progress achieved by the student towards the set educational objectives.
Mastery criteria: distinctive attributes of a pupil's achievement, determined when formulating the competency, the problem associated with it, and they are necessary for determining the performance level of each student and comparing students' performance with one another.
Assessment criteria: the set of characteristics used as standards for judging the quality of assessment.
Assessment: a set of organised processes that include observation, description, gathering evidence, monitoring, correction and interpretation of data about a student's learning, and employing it for various educational purposes.
Integrating assessment into teaching and learning: one of the forms of formative assessment, which is based on processes of seeking evidence and interpreting it for use by learners and their teachers to help determine learners' position within their academic path and what they need to achieve the learning objectives and the best ways to achieve them.
Performance standard: a specific description of the expected level of student performance for tasks associated with particular content. This description is used to judge a student's performance in light of knowledge of the minimum acceptable performance, and this level of performance is decided by educators when they set the educational objectives that the student is required to achieve by the end of the study programme.
Guidance and counselling committee: the committee concerned with studying the cases of pupils whose remaining in their current grade has been decided due to their failure to master the minimum skills in any of the prescribed study subjects. This committee is made up of the school principal (chair), the student counsellor or the person responsible for counselling at the school (rapporteur), and three distinguished teachers (members), in addition to the teacher or homeroom teacher whose pupils' situation the committee discusses.
Teachers, educational supervisors, and anyone interested in developing assessment methods.
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A kit on the theories and causes of criminal and delinquent behaviour, covering its study methods, social and economic factors, juvenile justice, and the social worker's role in correctional institutions and rehabilitation programmes.
A kit on the characteristics and history of gifted and talented individuals, Saudi and international models for caring for them, and the learning theories and strategies for teaching them.
A kit on the foundations, ethics and tools of student counselling, covering individual and group guidance, career counselling theories, and the duties and challenges facing school counsellors.
A kit on how learners differ in the way they receive, understand and process information inside the classroom, helping trainers recognise and respond to different learning styles.
A kit on the competencies of the student counsellor, covering the aims, theories and approaches of student and career counselling, the tools used such as case studies and questionnaires, and the counsellor's ethics and duties.
A kit on researching the Earth's atmosphere using the GLOBE programme protocols, covering clouds, aerosols, water vapour, air pressure, humidity, precipitation and surface temperature measurements.
A kit on active learning as an educational philosophy that puts the learner at the centre of the lesson, through practices and procedures that activate the learner's role via action, inquiry and experimentation.
A kit on building leadership skills in strategic, operational and financial planning, covering the steps of strategic and operational planning and how to design an executive plan.
A kit on learning outcomes and Marzano's dimensions of learning, covering their conditions, classification and indicators, and how to teach and assess using the five-dimension model.
A kit preparing students for Saudi Arabia's General Aptitude Test, covering its purpose, entry requirements, timing, and the structure and verbal section of the test.
