Student Assessment Regulations 2025: Integration of Tests and Grading Details
The Saudi Ministry of Education has revealed the key features of the new student assessment regulations for 2025, coinciding with the approach of the first semester exams. This step is part of a series of educational reforms aimed at improving the quality of educational outcomes and enhancing the efficiency of the measurement and assessment system in schools.
The shift towards continuous formative assessment
In a fundamental shift affecting the structure of examinations, the Ministry confirmed the adoption of a new approach focused on "formative assessment" as a cornerstone. Under this approach, oral and practical tests will be integrated as an integral part of the year's work, conducted continuously within daily class periods rather than being isolated in separate testing periods. This change reflects a shift from a "grade-based exam" culture to an "assessment-based learning" culture, enabling teachers to monitor student progress in real time.
Development context and its strategic importance
This decision is not merely a procedural amendment; it aligns with the Kingdom's Vision 2030 and its Human Capital Development Program, which aims to cultivate a generation equipped with essential and future-proof skills. Historically, assessment systems relied heavily on final written exams, which often placed undue stress on students and failed to accurately reflect their true abilities. The current shift aims to measure skills and knowledge more comprehensively and equitably, ensuring the graduation of students who are academically and practically proficient and prepared for the evolving demands of the job market.
Grading and focusing on core skills
The ministry explained that the new regulations restructured the distribution of grades between coursework and final exams. Among the key points emphasized in the regulations are:
- Arabic language in the primary grades: Emphasis was placed on the necessity of mastering the skills of reading and writing for students in the first and second grades of primary school as a basic condition for moving to the next stages, in order to ensure a solid linguistic foundation.
- Behavior and attendance grades: 100 grades were allocated for attendance for each academic term, and behavior grades were divided to promote positivity: 80% for general positive behavior, and 20% for outstanding behavior, to stimulate ethical competition among students.
- Student activities: Allocating 100 marks for each activity program, thus restoring the importance of extracurricular activities as part of building the student's character.
High flexibility and educational equity for people with disabilities
In pursuit of educational equity and equal opportunities, the regulations grant schools broad flexibility in selecting assessment tools and methods, particularly for students with disabilities. Specific mechanisms have been developed for assessing visually impaired students, ensuring appropriate environments, sufficient time, and consideration of individual differences to support their full and unhindered integration into the educational environment.
Expected impact locally and educationally
This system is expected to alleviate the anxiety and stress associated with traditional exam periods, as the Ministry confirmed that final exams will be held during the last week of the academic year and within the regular school day. These updates have been welcomed by educational circles, with specialists considering them a qualitative leap that strengthens the role of the school as a comprehensive educational environment that extends beyond rote learning to include the development of skills and values.
