USING THE ASSESSMENT RESULTS TO ESTABLISH LEARNING CULTURES AND SUSTAINABLE LEARNING DEVELOPMENT (Pages 15-24) by Mr. Hussein Ahmed Abdo Rajhy* and Dr. Shaikh Haroon Moinoddin** in THE INTERNATIONAL RESEARCH SPECIALIST / ISSN: 2350-1499 (Online); 2350-0751 (Print)

The assessment system, generally, has been the focal point for expressions of dissatisfaction. The sources of discontent are, partly, the way exams are carried out and the obstacles it places which students are required to surmount to go on to the next level of their education. The requirement to pass their exams to advance further leads students to work for their examinations rather than to study for the acquisition of useful knowledge and skills. In other words, examinations by virtue of their association with screening have been criticized for having a detrimental effect on teaching and learning. The assessment process and its results can be extraordinarily valuable in helping faculty understand and improve their teaching practices and thereby improve student learning. This paper explores the different factors in the learning cultures that affect students’ and teachers’ attitudes to learning and the role of assessment in working for sustainable learning. The conception of assessment as a means of promoting lasting learning through the consideration of three issues: teaching practices that promote deep and lasting learning, some key underlying principles for using assessment results to inform teaching practices and then practical suggestions for using assessment results to inform teaching practice and promote lasting learninghe assessment system, generally, has been the focal point for expressions of dissatisfaction. The sources of discontent are, partly, the way exams are carried out and the obstacles it places which students are required to surmount to go on to the next level of their education. The requirement to pass their exams to advance further leads students to work for their examinations rather than to study for the acquisition of useful knowledge and skills. In other words, examinations by virtue of their association with screening have been criticized for having a detrimental effect on teaching and learning. The assessment process and its results can be extraordinarily valuable in helping faculty understand and improve their teaching practices and thereby improve student learning. This paper explores the different factors in the learning cultures that affect students’ and teachers’ attitudes to learning and the role of assessment in working for sustainable learning. The conception of assessment as a means of promoting lasting learning through the consideration of three issues: teaching practices that promote deep and lasting learning, some key underlying principles for using assessment results to inform teaching practices and then practical suggestions for using assessment results to inform teaching practice and promote lasting learningKeywords: assessment system, knowledge and skills, teaching and learning, assessment process, learning cultures, teaching practices, assessment results etc.