National Center for Assessment in Higher Education


On 19 August 2000, the Custodian of the Two Holy Mosques ordered the establishment of “The National Center for Assessment in higher Education” to perform standardized tests to measure student achievements applying for undergraduate study.
After the establishment, the center set the mission, vision and goals, to determine its plan and path, which based itself on preparing scientific and professional standards where equity and efficiency are present, and at the same time, to achieve global leadership in the formulation tests and standards in the educational and professional fields.
The center includes a number of functional, linguistic, and professional departments entrusted with the preparation of tests and assessments, as well as other supportive departments. The Centre has also developed an organizational structure that explains the process of decision making and how it moves from the top of the pyramid of management to the rest of the departments.
Since its establishment, the center has made outstanding accomplishments in the preparation and formulation of standardized testing in various educational and professional fields that has been published in annual reports, which is part of the center's strategy of clarity, transparency and communication with various segments of society.
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Establishment

On the 19th of Jumada al-awwal 1421 AH which corresponds to the 19th of August 2000, a royal decree numbered 471/8 affirming the Higher Education Council's along with the Council of Ministers Decision, which includes:
  1. The requirements of college admission should include exams where its results are used as a standard along with the high school diploma results, those tests could be performed according to the following:
  2. The student is allowed to take the Exam more than one time in a year.
  3. Establishing a managerially and financially independent center to be named “ The National Center for Assessment in Higher Education.”
  4. To receive a fee, which is Commensurate with the costs of preparing these exams, to cover the costs of running the center and its development, and to organize the appropriate research in order to achieve this.

Mission, vision, and goals

Mission

To provide educational and professional assessments that contributes in achieving equity and to elevate the efficiency of the institutions of our society, and to provide specialized studies and consultations in the field of educational assessment.

Vision

To achieve global leadership in the formulation of tests and standards in the educational and professional fields.

Goals

  1. To develop means of educational assessment for all levels of education.
  2. The preparation and the management of the standards of the professional licensing tests.
  3. To assess educational achievements in order to elevate the efficiency of educational institutions.
  4. To help in finding students with extraordinary abilities, skills, and creativity.
  5. To attract and to sponsor experienced individuals in the area of assessment.
  6. Provide professional and education consultation services in the area of assessment.
  7. To perform specialized studies and research, and to spread the awareness on the importance of assessment in both the educational and the social fields.

Tests and assessments

Educational tests presented by the center, are considered the most important test that are being developed, and it consists of two sections : The verbal and the quantitative. These test forces on student's analytical and deductive skills, in order to help them assess their learning capacity.
Linguistic tests, are the second type of tests provided by the center, it includes: English language efficiency test, and the Arabic language test for non-native speakers. The center also presents an assessment test for talented and creative students, as well as vocational tests, the most important of which: Vocational Standards Test for Teachers.
The test developing process goes through a number of steps, which includes theoretical and practical aspect. After the tests are formulated, they are subjected to examinations and testing through a specialized arbitrary committee, and prior to the final approval, the test are revised by a specialized committee, that consists of four experts.

Stages of test and question construction

Test construction is based upon practical and scientific rules that are applied before, during and after each item until it finally becomes a part of the test. The following are the stages of constructing a test as followed by the Center.

Preparation

Each year the Center attracts a number of competent specialists in testing and educationalists to receive training in workshops that deal with the theoretical and applied aspects of the test. The theoretical aspects include:
  1. the concepts on which a test is constructed
  2. the goals and objectives of the test.
  3. the general components, parts and sections of a test
  4. the theoretical and technical foundations of test building.
Applied training includes:
  1. discussing different types of test items. This aims at putting theoretical and technical concepts into practice.
  2. collective training on writing items for various parts of the test
  3. constructing items on individual basis which is intended as peer teaching.

Test writing

  • Each test writer is charged with making questions that are relevant to his/her specialty.
  • Each test writer is given a code number that carries his/her personal data for confidentiality.
  • Each item is given a code number that is kept intact. Each item is in the question bank even if it is not to be used in the test.

Arbitration

Various items of the test are arbitrated by a 3-member committee:
  1. a specialist in the content area.
  2. a specialist in measurement
  3. an experienced educator.
Each item is either:
  1. accepted as is, or
  2. accepted after modifications, or
  3. rejected as invalid.
Based on a set questionnaire the committee judge each item from various dimensions including the nature of the item, item difficulty, item conformity to the content controls, item bias, and item quality. Justifications have to be provided if an item is deemed invalid. All data is entered into the Center's computer.

Item entry

All items are entered into the computer marked with the relevant arbitration judgment except those deemed invalid or incorrigible.

Review

All the computerized items are reviewed by four testing experts to verify:
  1. strict implementation of arbitration committee comments.
  2. accuracy of numbers and graphs.
  3. no grammatical, spelling errors or misprints.
  4. full compliance of items to the test pre-set standards and regulations.
  5. answer key is provided for all test items.
  6. screening out the items that seem too complicated or might take too much time to answer.

Item trial (pilot testing)

Trial items are included in the actual test and they go through the same stages of test preparation above, but they do not calculate towards the final score.

Item analysis

Items are statistically analyzed so that the valid ones are selected for the test, while the invalid ones are rejected.

Test construction

Test is constructed in its final form. Items are randomly selected from those deposited in the question bank in a manner that adequately represents that various parts of test dimensions.

Test production

The test is finally produced. Trial questions are included and various versions of the test are prepared to avoid cheating. The test is printed in booklets that include test instructions and test items.

Equivalence of various test versions

The Center produces multiple versions of the same test. However, the Center has been cautious about discrepancies between various versions of the test in terms of difficulty, discrimination or content. An equivalence check is run during test construction based on scientific criteria to ensure test discrimination and differential capacity. Although it is more accurate to run equivalence test during construction stage, equivalence criterion is applied during and after the test.

Giftedness and Creativity Assessment (Mawhiba)

Objectives:
The Objectives of this test is to detect the student's potential abilities and academic skills in the fields of Language, Mathematics, Science, and some creativity aspects, given to it by a series of dimensions, sections, styles, and images.
Sections:
  1. Mental flexibility.
  2. Scientific and mechanical reasoning.
  3. Linguistic reasoning and reading comprehension.
  4. Mathematical and spatial.
Eligible test takers:
All levels of public education starting from 3rd grade all the way to the senior year of high school, in all the schools in the kingdom, note that the detection tools will be applied on the following educational levels:
  1. 3rd grade.
  2. 6th grade.
  3. 9th grade.

Educational tests

General Aptitude Test (GAT)

Objectives
This test measures a student's analytical and deductive skills. It focuses on testing the student's capacity for learning in general regardless of any specific skill in a certain subject or topic. The test measures abilities relevant to:
  1. reading comprehension
  2. recognizing logical relations
  3. solving problems based on basic mathematical notions.
  4. inference skills
  5. measuring capacity
GAT Sections
The test is divided into two sections, the verbal and the quantitative.
A. The verbal section. This section includes the following.
  1. Reading comprehension. Testees are required to comprehend and analyze reading passages by answering the questions given.
  2. Sentence completion. Testees are asked to fill in the missing parts in the text to make complete meaningful sentences.
  3. Verbal analogy. Testees are required to match the relation between a pair of words given at the beginning of the question and a pair given in the choices.
  4. Synonymy. Testees are asked to give a synonym that matches the meaning of the word give.
B. The quantitative Section
This section includes suitable mathematical problems that match General Secondary Schools Science and humanities majors. It focuses on measurements, inference and problem solving skills and requires only basic knowledge. The questions are divided as follows:
As for the humanities-major students, GAT includes 30 questions on arithmetic, geometry and mathematical analysis.
Test duration
The test normally takes two and half hours, divided on 25-minute intervals for each of the six test parts.
Results
Answer sheets are machine-graded and results are listed and printed and then announced. A student can receive GAT score via the Center's website or through an SMS for those registered for this service. Results are electronically sent to universities and colleges. For student who did the test more than once, only the highest score is sent. GAT is not a Pass-Fail test. The recorded score that the student receives represents the relevant position that the student occupies among the total number of students taking the test. Every higher education institution in Saudi Arabia has its own method of interpreting the relevant weight of GAT vs. General Secondary School final score. Competition in university admission is then based on the combined total scores of the GAT and General Secondary School in addition to the score obtained in any achievement test administered by the university.
Is GAT a Pass/Fail test?
As noted above, GAT is no Pass/Fail test. This 100-point test carries a certain relative weight interpreted by the institution the student applies for. GAT score should not be compared to that of General Secondary School score. What really matters is the relevant position of the student compared to those of other students, according to the following table:

General Aptitude Test (GAT) English Version

  • This test is equivalent to the Arabic version of GAT but it is not a translation of the Arabic questions. This test is based on mathematical and verbal skills to measure:
  • Test Construction
  • Exam Duration:

Achievement test for Science Colleges (Males)

  • Questions and duration:
  • '''Results'''

General Aptitude Test for University Graduates

Components and Duration
Sections of the test
Objectives
Eligible test-takers
'''Test Times'''

Language Tests

Arabic Language Test for Non-Native Speakers

  • Reasons to develop this test:
  • Students eligible to sit for this test:
  • Targeted language proficiency level:
  • '''Test Consistency:'''