Assessing writing proficiency in a Saudi Arabian university: Comparing students, tutors, and raters’ assessment using selected CEFR scales

This study explores the writing proficiency levels of Saudi Arabian medical track students after completing a one-year Preparatory Year Programme (PYP), as well as the applicability of the Common European Framework of Reference for Languages (CEFR) in assessing their proficiency. The standardized writing exam administered at the end of the PYP revealed a ceiling effect, with the majority of students achieving high scores, despite the fact that the PYP teaches English at three different levels (beginner, intermediate, advanced). To obtain a more nuanced understanding of students’ writing skills, alternative assessment methods were explored using selected CEFR scales, including self-assessment, tutor assessment, and assessment by raters recruited from the UK (experts in using CEFR scales). The study aimed to determine if these CEFR-based assessments can reliably differentiate among the three PYP levels, and if the CEFR scales are practical and applicable in this context. The findings show that the CEFR-based scores from all three assessor groups can reliably separate students according to their PYP level. The results highlight that the CEFR can serve as a valuable tool for understanding students' writing proficiency, even in non-European settings. This study encourages further exploration in the use of CEFR scales to assess proficiency levels.