A standards-based evaluative analysis of the effectiveness of the Arabic language learning assessment system for eighth-grade students in Arabic schools in Brunei Darussalam

Yani, Achmad and Haji Ahmad, Siti Sara and Haji Abdullah, Hajah Rafidah and Abdul Karim, Norhayati and Mohamed Abdelgelil, Mohamed Fathy and Sef, Faisal Mubarak and Sahrir, Muhammad Sabri and Haji Abdullah, Hajah Rafizah and Husain, Muhammad Zakir and Mohamed Mousa, Abdelnaser Abdelgalil (2026) A standards-based evaluative analysis of the effectiveness of the Arabic language learning assessment system for eighth-grade students in Arabic schools in Brunei Darussalam. WSEAS Transactions on Environment and Development, 22 (1). pp. 114-126. ISSN 1790-5079 E-ISSN 2224-3496

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Abstract

This study aimed to analyze the effectiveness of the Arabic language learning assessment system for eighth-grade students in Arabic schools in Brunei Darussalam in light of global standards for language assessment, with particular emphasis on validity, comprehensiveness, alignment, and balance across the four language skills. The study adopted a mixed-methods approach using an explanatory sequential design. Quantitative data were collected from 201 students through a five-point Likert-scale questionnaire, and the findings were subsequently enriched by qualitative evidence derived from semi-structured interviews with 15 teachers, document analysis, and classroom observations. Quantitative data were analyzed using percentages and relative weights, whereas qualitative data were examined through thematic analysis. The findings revealed that the assessment system demonstrates a generally good level of overall effectiveness, albeit with noticeable variation across its components. Writing emerged as the most strongly assessed skill (80.2%), followed by reading (78.9%), speaking (76.2%), and listening (74.5%), indicating a relative preference for written over oral skills. The results further showed a good level of test validity (81.2%) and alignment with curricular content (77.7%), alongside the continued dominance of grammar-based questions (82.1%), a relative imbalance between theoretical and practical dimensions (67.8%), and a limited presence of diagnostic assessment (63%). The study underscores the need to develop the assessment system toward a more communicative and integrated model that strengthens performance-based and formative assessment and measures learners’ actual linguistic competence in a more comprehensive manner

Item Type:	Article (Journal)
Uncontrolled Keywords:	Arabic language learning assessment, language assessment, communicative competence, four language skills, communicative assessment, teaching Arabic to non-native speakers, Arabic schools in Brunei Darussalam
Subjects:	L Education > L Education (General) P Language and Literature > PJ Semitic
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education > Department of Language & Literacy
Depositing User:	Prof Dr Muhammad Sabri Sahrir
Date Deposited:	26 Mar 2026 11:45
Last Modified:	26 Mar 2026 11:45
Queue Number:	2026-03-Q2634
URI:	http://irep.iium.edu.my/id/eprint/128041

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