PREPAREDNESS OF INSTITUTIONS OF HIGHER EDUCATION FOR ASSESSMENT IN VIRTUAL LEARNING ENVIRONMENTS DURING THE COVID-19 LOCKDOWN: EVIDENCE OF BONA FIDE CHALLENGES AND PRAGMATIC SOLUTIONS

Abstract

Aim/Purpose This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some prag-matic solutions. Background Assessment of student performance is an essential aspect of teaching and learn-ing. However, substantial challenges exist in assessing student learning in VLEs. Methodology Data on faculty's perceptions were collected using an e-survey. Ninety-six fac-ulty members took part in this study. Contribution This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members perceptions. This practical research explores deleterious challenges that impede the implementation of as-sessment in VLE for both formative and summative purposes, and it proposes