First: Objectives of the Student Learning Assessment Policy

• Measuring students’ academic achievement: Evaluating the extent to which students comprehend the course content and achieve the predetermined learning outcomes.
• Defining roles and responsibilities related to the assessment process: Establishing a clear framework and standardized governance for assessing students’ performance, including the roles and responsibilities of entities and individuals involved in examinations and performance evaluation.
• Ensuring fairness and equality among students: Guaranteeing that all students are assessed fairly and transparently through clear, consistent, and objective standards, free from any bias or discrimination.
• Improving the educational process: By analyzing the results of assessments and examinations, teaching methods and curricula can be improved to ensure better achievement of the intended learning outcomes by students.
• Providing continuous feedback: Enabling students to understand their performance, identify their strengths and weaknesses, and determine areas needing improvement, thereby effectively contributing to their academic development.

Second: General Procedures for Student Learning Assessment

• Jouf University adheres, with regard to organizing the rules for assessing students’ achievement, to the Undergraduate Study and Examination Regulations and the executive rules of Jouf University.
• Jouf University ensures the unification of methods and tools for measuring and assessing learning outcomes, whether for a course or program, regardless of whether it is offered at a single campus or multiple campuses.
• Jouf University ensures that the language used in assessments is the same as the language of instruction.
• The course coordinator is required to prepare the approved course specification according to the template of the Education and Training Evaluation Commission, including teaching strategies and assessment methods for the learning outcomes of the course (Executive Rule of Article 29 of the Undergraduate Study and Examination Regulations and the executive rules of Jouf University).
• The course instructor is required to announce the distribution of classwork grades to students at the beginning of each semester as stated in the course specification, as well as the schedule of midterm examinations (Executive Rule of Article 29...).
• The college is required to hold final examinations on the dates specified during the registration period for each course (Executive Rule of Article 30...).
• Jouf University is committed to announcing the regulations, rules, and instructions related to examinations, including students’ rights and responsibilities during examinations. This includes clarifying opportunities for retaking exams (if available) and the conditions required for that.
• Jouf University is committed to ensuring that each course includes continuous assessment in addition to the final examination, as follows:
  • The University Council, based on the recommendation of the College Council and the proposal of the Department Council, determines the mechanism for calculating classwork grades, provided that classwork is not less than 50% and not more than 60% of the final grade, except for courses of a special nature (Executive Rule of Article 29...).
  • The College Council determines the duration of the final examination, provided it does not exceed three hours (Executive Rule of Article 29...).
  • The final examination of a course is held once, and the University Council may, based on the recommendation of the College Council and the proposal of the Department Council, grant an exception depending on the nature of the course (Executive Rule of Article 29...).
  • At least two midterm assessments are required, and they must constitute not less than 50% of the total marks allocated for classwork during the semester. Courses of a special nature, such as graduation projects, training, and clinical courses, are exempted.
  • Colleges set the dates of midterm examinations for their courses, while the Deanship for Educational Affairs determines the schedule for university requirement courses.
  • The Department Council responsible for teaching the course, based on the course instructor’s recommendation, may allow a student to complete course requirements in the following semester without re-registering. The student receives an “Incomplete (I)” grade in their academic record, which is not counted in the semester or cumulative GPA until the requirements are completed. If one semester passes without completing the requirements and the student was neither excused nor deferred, the “Incomplete (I)” is converted to a “Fail (F)” grade and is counted in the GPA (Executive Rule of Article 33...).
  • For research-based courses requiring more than one semester, the student is assigned a “In Progress (IP)” grade. Upon completion, the final grade is recorded. If the course is not completed within the required time, the Department Council may allow converting the grade to “Incomplete (I),” in accordance with Article 33 (Executive Rule of Article 34...).
  • The final examination of any course may include practical or oral tests depending on the course specification. The marks allocated are determined based on the recommendation of the Department Council and approval of the College Council.
  • A second-round examination is held at least two weeks before the beginning of the academic year for colleges following the annual study system. Students who failed in specific courses may take it under the conditions set by the College Council. A passing student in the second round is given a grade of “D” instead of the previous “F” (Executive Rule of Article 35...).
  • Students who fail the second-round examination or in courses with no second round remain in the same year and must retake the failed courses. The College Council or its delegate may permit them to study courses from the next year (Executive Rule of Article 35...).
  • The University Council, or its delegate, may determine the number of failed credit hours in the annual system and establish suitable rules and procedures that allow the student to take a second-round final examination, without violating the regulations (Executive Rule of Article 35...).
  • The final grade of a course consists of the total of classwork marks and the final examination, calculated out of 100 marks (Article 1 of the Regulations...).
  • Jouf University ensures the unification of classwork and final examinations (or equivalent versions) across all campuses offering the same course within the same academic program.
  • Jouf University adopts assessment methods that serve as learning tools, not only as measurement of student achievement, such as:
    • Student portfolio for each course.
    • Rubrics for essay questions announced in advance.
  • Jouf University adopts modern assessment approaches, including formative (continuous) assessment, e-assessment, self-assessment, peer-assessment, performance-based assessment, project-based assessment, and collaborative assessment, in order to achieve effective learning. These approaches are introduced gradually to prepare students and ensure their effectiveness in achieving intended learning outcomes.
• Faculty members at Jouf University are required to apply a variety of assessment tools depending on the nature of each course, including:
  • Examinations:
    • Written tests (essay questions, short and long answers, completion, term definitions; objective questions such as multiple-choice, true/false, matching, ordering).
    • Practical examinations.
    • Oral examinations.
  • Assignments: reports, problem-solving, exercises, research-based and practical assignments.
  • Observation-based assessment and documentation of practical performance.
  • Performance and presentation assessments.
  • Research, projects, and training assessments.
• Jouf University provides suitable methods for assessing the practical and clinical aspects of courses, such as the Objective Structured Practical Examination (OSPE) and the Objective Structured Clinical Examination (OSCE).
• No more than 20% of exam questions may be reused from the previous two semesters, provided statistical analysis and psychometric verification are conducted, and the wording is updated.
• If multiple-choice questions are included in a written examination, they should not exceed 30% of the final exam grade (except for some university requirement courses). The number of MCQs must also correspond to exam duration, cognitive level targeted, and difficulty.
• The course coordinator, in collaboration with other faculty teaching the course, must prepare an exam blueprint (table of specifications) including learning outcomes, weightings, topics, and assessment tools.
• Exam questions must be changed from one semester to another according to the specifications unless there are changes in the course content.
• Jouf University ensures periodic review of assessment processes, with reports submitted to academic departments through the Program Assessment Quality Assurance Committee (or equivalent). These reviews include:
  • Alignment of assessment methods with teaching strategies and intended learning outcomes.
  • Appropriateness of allocated time for exams/assignments relative to academic level and credit hours.
  • Existence of clear grading criteria (checklists, rubrics, verbal rating scales).
  • Validity and reliability of assessment methods, ensuring benchmarking with internal or external standards.
  • Periodic review (semesterly or yearly) of the assessment plan to ensure alignment with students’ levels, with documentation in course reports and files.
• Jouf University adopts an electronic learning management system (Blackboard) to manage education for all students across academic programs, providing tools that support the implementation of student assessment policy, including:
  • Direct communication between instructors and students enrolled in the same course, as well as among students themselves.
  • Announcements by the instructor via Blackboard are considered official notifications to all enrolled students.
  • Providing immediate and delayed feedback, individually or in groups.
  • Offering tools to assess students, identify levels, and monitor progress.

Third: Conflict of Interest Policy in Student Assessment

This section clarifies policies ensuring no conflict of interest between assessors or between assessors and students, as follows:

• A faculty member must formally notify the Dean before assessment begins of any family relationship (up to the fourth degree) with any student in the class for which they are correcting, reviewing, setting, or supervising exams.
• A faculty member may not participate in preparing, correcting, or reviewing exams if such a relationship exists, or if they have a professional interest with the instructor or the student. This also applies to external examiners in oral, practical, or clinical exams.
• A grader of an exam may not participate in re-grading if a student appeals their results.
• Former faculty members of the college or program are excluded from serving as external assessors for at least five years after leaving, and all students they taught must have graduated.

Fourth: Policy on Late Submission of Assignments

• A penalty system is applied for late submission of assignments in accordance with the course specification, while considering acceptable excuses and students with special needs.
• Colleges have the autonomy to determine the deduction mechanisms according to their nature.
• The course instructor must inform students of the deduction policy, which must also be published in the program handbook, on the college/department website, and in the LMS.
• The effectiveness of the penalty system must be periodically evaluated to ensure fairness and appropriateness.

Fifth: Policy on Lost Student Work or Exams

• If an instructor loses a student’s assignment, appropriate corrective measures must be taken and reported to the department chair. The student may choose to resubmit or be awarded an average grade based on other tasks.
• If a student’s exam is lost, they are awarded the full mark for that exam.
• The instructor must inform the student of the issue and the corrective measure.
• If the student rejects the measure, they may submit a formal appeal to the Dean within 10 days. Procedures will follow the university’s grievance policy.

Sixth: Policy on Feedback for Coursework

• Continuous feedback must be provided to students on their performance and evaluation results, along with guidance to improve.
• The instructor is required to allow students to review their midterm exam papers and compare them with the model answer (Executive Rule of Article 29...).
• The instructor must announce midterm results within two weeks of the exam date and announce detailed results of other coursework before final exams (Executive Rule of Article 29...).
• The instructor must regularly upload students’ grades on Blackboard, providing appropriate feedback.
• Feedback must be given clearly and promptly after results are announced to allow improvement in subsequent tasks.
• Feedback may be individual or group-based, with general comments provided while protecting student confidentiality.
• For large classes (60+ students), only correct answers may be shown instead of providing individual feedback.
• Students may access only their own grades, except in cases of group assignments.

This stage includes several procedures as follows:

First: Implementing the Conflict of Interest Policy in Student Assessment

• Each faculty member who has a relative up to the fourth degree in the college must complete the designated disclosure form.

Second: Assessment and Examination Timeline

• Coordination is carried out among academic departments to prepare a sequential timeline for assessment activities, including: deadlines for submitting assignments, coursework, and classwork; schedules for midterm examinations; and final examinations.
• When setting the timetable for assessment tasks and activities, and for examination deadlines, the academic structure of the study level must be considered comprehensively. Coordination between examination dates and assessment activities of all other courses must be ensured to avoid schedule conflicts.
• At the beginning of the course, and as stated in the course specification, the course instructor must inform students of the following:
  • The intended learning outcomes (ILOs) of the course.
  • The number and types of assessments.
  • The grade distribution for each assessed task.
  • Deadlines for assignment submissions.
  • Dates of midterm examinations.
  • Mechanisms for grade deductions as a penalty system in cases of late submissions.
  • The minimum passing requirements.

Third: Regulations Governing Final Examinations

• The Dean of the College (or a delegated Vice-Dean) is responsible for supervising final examinations in the college.
• If holding the final exam at its scheduled time becomes impossible due to force majeure, the Department Chair shall set an alternative date for the final exam to be approved by the College Dean or their delegate, provided that a student does not sit for more than two exams in one day; the College Council may grant exceptions (Executive Rule of Article 30 of the Undergraduate Study and Examination Regulations and the executive rules of Jouf University).
• A student may not be examined in more than two courses on the same day (based on the Executive Rule of Article 30 of the above Regulations).
• Colleges and academic departments are responsible for preparing conflict-free timetables, rescheduling exams where necessary, and allocating rest periods between exams in a manner appropriate to each college.
• The course coordinator prepares the exam questions and the model answer key. When needed—and upon the Department Council’s recommendation and the College Council’s approval—another specialist in the department may prepare them. A copy of the exam and the model answer key must be delivered to the Department Chair no later than two days before the course’s final exam (Executive Rule of Article 30).
• Unified final exam questions are set for courses with multiple sections, with all course instructors participating in preparing the questions.
• Exam halls are identified and students distributed according to their numbers to ensure sufficient space and appropriate spacing.
• The number of invigilators required per exam hall is determined based on the number of students, with no fewer than two invigilators in each hall.
• Invigilation schedules are prepared and invigilators are notified of their times and hall locations.
• A student is barred from the final exam if their unexcused absence exceeds twenty-five percent (25%) of the total contact hours for lectures, laboratory/clinical sessions, and scheduled exercises (Executive Rule of Article 14). The College Council (offering the course) or its delegate may lift the ban and permit the student to sit the final exam if the student presents an excuse acceptable to the Council (or its delegate), provided that attendance is not less than fifty percent (50%) of the course’s total contact hours (based on Executive Rule of Article 15).
• A student barred from the exam due to absence is considered to have failed the course, and a DN grade (Arabic code “ح”) is automatically recorded in the academic system (Executive Rule of Article 14).

Fourth: Scheduling of Final Examinations

• Final exams are held during the period specified in the approved academic calendar.
• Students are informed of final exam dates early—during course registration at the beginning of each semester—via the student e-portal.
• The final examination period extends over the last two to three weeks of the semester, according to the approved academic calendar.
• The week preceding the final examination period is allocated for practical, clinical, and oral examinations and is added to the academic calendar as a study week.

Fifth: Steps for Test Construction

Test design must satisfy the following criteria:

• Clarity of objectives: The exam must align with the specified educational objectives.
• Validity: The exam must actually measure what it is intended to measure (e.g., the taught knowledge or skills). Validity is reinforced by aligning the relative weights of objectives and units with the number of exam questions according to the importance of the objectives. The exam table of specifications is the guarantee of exam validity and serves to:
  • Avoid repeating multiple tasks and exams on the same content or learning outcome.
  • Provide assessors with a clear breakdown of course components.
  • Increase equivalence between two exams measuring the same objectives or content.
• Reliability: The exam should yield consistent results when repeated under similar conditions, indicating results are not influenced by external factors. Characteristics that enhance reliability after administration include:
  • Objectivity of questions.
  • Precision of wording.
  • Objectivity of grading.
  • Variation and gradation in question difficulty.
  • Number of test items.
• Transparency: Students should have prior knowledge of what is expected of them during the exam and how their performance will be assessed. Instructions must be clear, and the exam free of surprises for students who were properly prepared with the course content.
• Objectivity: Grading must be based on objective, reliable criteria free from grader bias or personal influence, ensuring fair and impartial evaluation.
• Provision of instructions: Clear instructions must be provided on how to answer questions and how marks are distributed.

Additional construction steps include:

• Identifying the educational objectives to be measured.
• Specifying the intended learning outcomes to be assessed.
• Analyzing course content and determining relative weights (concepts, terms, facts, etc.).
• Building the exam table of specifications / blueprint based on levels of the intended learning outcomes.
• Selecting and correctly formulating questions mapped to the intended learning outcomes.

Preparing the exam for administration:

• Determining the time allotted for each question.
• Preparing verbal rating rubrics for essay questions.
• Verifying adherence to the rules for constructing objective-type questions.
• Verifying adherence to the rules for formulating essay questions.
• Drafting the exam instructions.

Sixth: Review of the Exam Blueprint and Question Paper

• Exam questions are prepared and formulated by the faculty member teaching the course. If multiple instructors teach the course, the course coordinator coordinates among them to prepare questions in accordance with the exam table of specifications.
• A unified test is prepared for each course—including classwork assessments—even if more than one instructor teaches it.
• At least two versions (with different orderings or equivalent forms) of both classwork and final exams must be prepared.
• The course instructor or the course coordinator reviews the elements of the final exam against the exam table of specifications and verifies the practical application of its properties and items.
• The course instructor or the coordinator also reviews the exam questions using the designated checklist template for evaluating the exam paper.

Seventh: Ensuring the Exam Paper Matches the Review Criteria

The final exam paper must comply with the following review items:

1. Accuracy
   • All information must be clear: university name and logo; college and program name; semester and academic year; type of exam; exam duration; course name and code; exam date; instructor name; course coordinator name; student name and ID; total exam marks; number of multiple-choice items; and total number of pages.
2. Number of questions
   • The number of questions stated in the exam instructions and the number of questions in the multiple-choice answer booklets must be complete, sequential, and consistent with the actual number of questions.
3. Formatting and layout
   • Font: Readable and consistent throughout the exam.
   • Numbering of questions and pages:
     • All questions must be numbered correctly, consistently, sequentially, and completely.
     • Question pages must be numbered if more than one page, and this should be indicated in the instructions.
   • Line spacing: Sufficient spacing between questions/paragraphs for clarity.
   • Legibility: The paper must be clear and easy to read.
4. Adequate time
   • Allocate sufficient time for the exam to allow students to think and answer comfortably.
5. Content and item writing
   • Exam table of specifications: Attached to the exam for review committees.
   • Instructions: Clear and internally consistent.
   • Wording and language mechanics:
     • All instructions must be clear and free of spelling, grammatical, and typographical errors.
     • No two questions should be worded in a way that one reveals or allows guessing the answer to the other.
     • No duplication of questions in the exam paper.
     • Figures and charts: Must be clear; numbers and words inside them legible; and must be properly numbered and labeled.
6. Question formulation
   • State the stem clearly and meaningfully (answerable without viewing the options).
   • Aim to measure higher-order thinking (analysis, evaluation, creativity) in addition to cognitive skills.
   • Avoid negative wording in the stem.
   • Provide no fewer than four options; five are preferable.
   • Avoid copying sentences verbatim from the textbook; rephrase appropriately.
   • Use an equal number of options across questions and number them correctly.
   • Ensure all options are similar in length to avoid cueing the correct answer.
   • Do not give any clues that help identify the correct answer.
   • Ensure that one item does not contain the answer to a preceding or subsequent item.
   • Each item must have only one correct answer.
   • Vary difficulty across easy, moderate, and difficult items to suit different student levels.
   • Avoid options with obviously incorrect or trivial distractors.
   • Ensure options are logical, reasonable, and related to the stem.
   • Do not use absolute terms (e.g., “always,” “never”).
   • Avoid leading phrases or impractical options such as “all of the above,” “both A and B,” “none of the above,” or “except.”
   • Questions should have defined expected answers with sub-points for grading (attach the model answers and the verbal performance rating rubric).
   • Questions must be appropriate for the allotted time.
   • Marks allocated to each question must correspond to its importance as stated in the table of specifications.
   • Questions should assess higher-order thinking (analysis, evaluation, creativity) in addition to cognitive skills.
   • Each statement must be unequivocal—either true or false, not both.
   • Do not arrange statements in a predictable pattern.
   • Each statement should express a single idea.
   • Statements should concern generally accepted truths or falsehoods.
   • Use affirmative wording; avoid negation or double negation.
   • Keep statements as equal in length as possible.
   • Ensure a balance between true and false statements; avoid making all statements true or all false.

A) Multiple-Choice Questions (MCQs)
This question type is among the most used and important due to its versatility and capacity to assess aspects that other objective tests cannot. The following must be observed:

B) Essay Questions
The following must be observed:

C) True/False Questions
Use of this type is limited to assessing basic cognitive objectives. The following must be observed:

Eighth: Securing Exam Papers and Ensuring Confidentiality of Questions

• All faculty members in the college or department—and those in equivalent roles—are responsible for preparing exams, securing question papers and students’ answer booklets, and for invigilation and marking duties.
• Exam materials (including question papers and answer booklets) must be secured at all times.
• The faculty member responsible for teaching the course, or the course coordinator, is responsible for printing and copying exam papers in the exact number of students sitting for the exam.
• Anyone who has access to the exam questions by virtue of their role, or who is assigned related responsibilities, is responsible for maintaining their confidentiality.
• In exceptional cases where an exam is compromised or leaked before its scheduled date, the faculty member responsible for the course—or a committee appointed by the Department Chair—shall prepare an alternative exam or postpone the exam to another date set by the relevant College Council. Such cases must be investigated to determine the causes.

This chapter includes the following procedures:

First: Students’ Responsibilities During Examinations

• Knowing the examination dates and venues.
• Arriving at the examination hall on time, ensuring sufficient time to prepare before the exam begins.
• Bringing all required materials, such as the university ID card, pens, calculators (if required), and any other items specified in the course instructions.
• Students are not permitted to enter the final examination after thirty minutes have elapsed from its start, nor to leave before half of the approved exam duration has passed (Executive Rule of Article 30 of the Undergraduate Study and Examination Regulations and the executive rules of Jouf University).
• Sitting in the assigned seats in the examination halls and not changing places without permission.
• Ensuring their names and university IDs are written correctly on the answer booklet according to the instructions.
• Students are not allowed to bring textbooks, any books (including dictionaries), notes, or written documents into the examination hall (unless otherwise instructed).
• Students are not permitted to bring mobile phones (including smartphones), smart watches, Bluetooth headsets, or any means of communication into the examination hall.
• Students may not talk to or communicate with any other student during the exam for the purpose of giving or receiving any form of academic assistance.
• If a student wishes to leave the exam permanently, they must hand over all exam papers to the invigilator.
• Students must leave the examination hall quietly and comply with any additional instructions given by the invigilators.

Second: Invigilators’ (Proctors’) Responsibilities

• The College Dean (or their delegate) assigns faculty members and equivalent staff to invigilation duties during examinations.
• Colleges lacking a sufficient number of invigilators may seek assistance from faculty members in other colleges within the university.
• A faculty member may not be assigned to invigilate the final examination of a course they teach or for which they prepared the exam.
• If more than one invigilator is present in a hall, one of them is designated as the hall supervisor.

Invigilators’ duties:

• The invigilator must be present in the examination hall at least fifteen minutes before the exam begins and must sign the invigilators’ attendance sheet.
• The hall supervisor receives the sealed question packets, answer booklets, and the student attendance list from the Examinations Unit (or its equivalent) before the exam begins; both the hall supervisor and the Examinations Unit representative sign the handover form.
• Invigilators identify and prevent barred students from entering, ensuring that no student who is banned from the exam is allowed to sit it.
• The invigilator ensures that all students are settled before the exam time starts.
• The invigilator verifies students’ compliance with the Saudi dress code (unless the discipline is exempt).
• The hall supervisor organizes work inside the hall by distributing invigilators appropriately and avoiding clustering to ensure orderly invigilation.
• The invigilator reminds students that mobile phones, smart watches, Bluetooth headsets, or similar devices are prohibited inside the hall; possession of such devices is considered an attempt to cheat.
• The invigilator distributes question papers and answer booklets at the official start time.
• The invigilator checks that each student carries a valid university ID card.
• The invigilator reviews the data students write on their answer booklets—such as name, university ID, and exam version (where multiple versions exist)—to ensure accuracy and consistency with their ID and the question paper.
• Invigilators ensure that all students sign the attendance list.
• The invigilator must avoid any distraction (e.g., using a mobile phone) during invigilation that may adversely affect exam conduct.
• Invigilators take turns walking among students throughout the entire exam period.
• Invigilators periodically remind students of the remaining time.
• An invigilator shall not allow a student to enter the final exam after thirty minutes from the start, nor to leave before half the approved duration has passed (Executive Rule of Article 30 of the Regulations).
• The course instructor must be present during the exam of their course (Executive Rule of Article 30). The hall supervisor shall summon the course instructor to the hall, when necessary, to answer students’ inquiries; clarifications must be given publicly to all after collecting all questions.
• Invigilators are responsible for maintaining silence and order inside the hall.
• If a student is caught cheating or disturbing the peace and order required in the hall, the invigilator—coordinating with the hall supervisor—must withdraw the answer booklet, remove the student from the hall, and prepare a detailed incident report with supporting documentation to be submitted to the Chair of the College’s Sub-Committee for Student Conduct (Article 12 of the Student Conduct and Disciplinary Rules at Jouf University). The student’s answer booklet is delivered to the Examinations Unit (or its equivalent).
• The invigilator delivers all answer booklets with the attendance sheet to the hall supervisor, who verifies that the number of question papers and answer booklets matches the number of attendees, before delivering them to the Examinations Unit (or its equivalent). Both the hall supervisor and the Examinations Unit representative sign the handover form.
• The invigilator hands over any surplus question papers (unused, defective, or damaged) to the hall supervisor before the exam ends; the supervisor then delivers them to the Examinations Unit (or its equivalent).
• If the invigilator observes unusual or exceptional cases that may affect exam conduct, they must inform the Examinations Unit, which in turn informs the College’s Exam Supervisor.
• Each college may add further invigilation instructions provided they do not conflict with the university’s approved regulations and policies.

Third: Examination Venues

The following conditions must be observed when selecting examination venues at Jouf University:

• Adequate ventilation and lighting.
• Seating arranged to ensure sufficient spacing between students.
• Desks and chairs appropriate to the nature of the exam, allowing students to write comfortably.
• Availability of necessary technical equipment, such as sound systems, whiteboards, and computers (if required).
• Clear signage directing students to exam halls, including hall numbers and times.
• Availability of safety and security measures, such as clearly marked emergency exits and fire extinguishers.
• Sufficient, clean restroom facilities, with sanitizing supplies to maintain public health.
• Hall capacity suitable to comfortably accommodate the required number of students, with sufficient space to facilitate movement.

For oral/practical examinations and thesis/project defenses, the following must also be observed:

• Provision of spacious, well-ventilated, and well-lit waiting areas near the exam venue.
• Display of posted lists showing the distribution of students across committees.
• Adequate spacing between committees.

Fourth: Performance, Practical, and Oral Examinations; Research and Projects

• The department forms an examination committee of three faculty members, including the course instructor, for performance, practical, and oral exams, as well as for research and graduation projects.
• External examiners may be engaged for oral, practical, clinical, and performance assessments.
• Assessment tools are designed according to agreed-upon standards, such as checklists and verbal rating rubrics.
• Research and projects are double-marked, whether independently or openly, using clear verbal rating rubrics.

For assessments involving non-objective elements (e.g., performance tests and artistic work), the following must be observed:

• Ensuring examiners have prior knowledge, relevant experience, and appropriate training in grading this type of assessment.
• Using standard criteria and clear verbal rating rubrics.
• Ensuring that examiners’ work is independent of one another.
• Establishing policies to handle large discrepancies between examiners (greater than 10% of the total marks). When discrepancies are small (less than 10%), the average mark is adopted.

For practical and oral exams, the following must be observed:

• Adherence to the list of intended learning outcomes as stated in the course exam blueprint.
• Adherence to observation checklists and verbal performance rubrics to measure student performance.
• Adherence to the time allocated for the exam.

Fifth: Electronic Examinations

When applying Online Exams, the following must be observed:

• Verifying the readiness of the electronic exam system in consultation with technical support to ensure all requirements are available.
• Securing the system against any breach.
• Using lockdown/secure software to prevent students from using unauthorized programs or browsing the Internet.
• Having a contingency plan in case of system downtime or failure, such as setting an alternative exam date or switching to a paper-based exam.
• Ensuring invigilators are trained and qualified to handle e-exams, including:
  • Mastery of basic computer skills and the ability to assist students in accessing the exam system.
  • Knowledge of procedures to contact technical support in case of any technical issue.

Sixth: Cheating During Examinations

• Any form of cheating, attempted cheating, complicity in cheating, or aiding it; unlawfully obtaining exam questions before the exam; cheating in reports, research, practical/field training, graduation projects, master’s theses, or doctoral dissertations; violating instructions and rules of midterm/final exams; or possessing any device that could be used to contact another person—even if not used—subjects the student to penalties in accordance with the Student Conduct and Disciplinary Rules at Jouf University.
• If a student is caught cheating during an exam or disturbing the required order in the hall, the invigilator must remove the student from the hall and prepare a detailed incident report pursuant to the procedures set out in Article 12 of the Student Conduct and Disciplinary Rules. The College Dean of the student’s college—or their delegate—must refer the student to the College’s Sub-Committee for Student Conduct to undertake its responsibilities in accordance with these Rules.
• If a cheating incident occurs in reports, research, practical/field training, assignments, or graduation projects, the course instructor must prepare an incident report pursuant to Article 12 of the Rules, and the College Dean—or their delegate—must refer the student to the Sub-Committee for Student Conduct.
• An appropriate penalty is imposed on the offending student according to the Rules after investigation and hearing the student’s statements regarding the committed violation, and after documenting their response.

Seventh: Emergency Procedures

• In temporary emergencies not exceeding fifteen minutes, students remain subject to the same exam conditions (silence, no communication or side conversations, no unauthorized materials). During this time, question papers and answer booklets are secured in a safe place by the College Dean (or delegate) with the help of supervisors and invigilators, and students are compensated with equivalent time to complete the exam.
• If the emergency lasts more than fifteen minutes, or if less than 25% of the exam time remains, the College Dean (or delegate) decides whether to cancel the exam or continue it while compensating students with time equivalent to that lost.
• If the exam is canceled due to a prolonged emergency, a new exam is administered to all students registered in the course—those affected and those unaffected—on an alternative date.
• Each college must establish an emergency plan for examinations, defining a matrix of emergency types and levels, priorities for response based on likelihood and impact, and mitigation strategies. Examples include: exam leaks, dust storms, unusual weather conditions, power outages, fires, and outbreaks of infectious diseases, among other risks.

This chapter includes the following procedures:

First: Exam Administration (Marking and Grading)

• Faculty members teaching the courses carry out marking in accordance with clear and specific marking elements, using verbal rating rubrics and model answers prepared in advance.
• The Department Council may, when needed, involve one or more specialists in marking alongside the course instructor; and the College Council may, when necessary, assign marking to whomever it deems appropriate.
• The verbal rating rubric matrix must be reviewed by at least two subject-matter experts to verify the validity of mark allocations and ensure reliability, especially when multiple markers are involved.
• Marks are allocated according to the exam table of specifications/blueprint.

When marking answer booklets, the following must be ensured:

• The exam is marked strictly in line with the marking scheme / verbal rating rubrics / answer key prepared by the examiner.
• All parts of each answer are marked; all sub-marks are totaled accurately and recorded correctly.
• Where averaging marks from more than one marker is permitted, the evaluation system must be clear to both students and markers.
• The final mark awarded to the student must be an integer (no decimals) on a 100-point scale.
• The moderator verifies that a mark appears for every item, checks the accuracy of summing marks and transferring totals from the inner pages to the cover, and signs each answer booklet as moderator.
• A student absent from the final exam receives zero for that exam, and the course grade is computed based on the classwork marks obtained.

Second: Approval and Announcement of Results

• The course instructor (or a designee assigned by the Department Council) records detailed marks—classwork, final exam, and the overall course grade—on the Jouf University Academic Portal for Faculty (JU electronic academic system), prints the designated mark-entry reports, certifies them, and then the Department Chair endorses them within 72 hours from the final exam date (based on the Executive Rule of Article 30 of the Undergraduate Study and Examination Regulations and the executive rules of Jouf University).
• The college establishes mechanisms to ensure retention of grade records for all enrolled students each semester.
• Faculty members are not permitted to inform students of their final grades or marking results before official approval.
• Final grades are announced to students via the student electronic portal.

Third: Providing Students with Feedback on Their Exam Results

• For midterms and coursework, the feedback provisions specified in the Policy on Feedback for Coursework must be applied.
• For the final examination, providing feedback to the student is optional and follows the mechanism determined by the college or department.

Fourth: Appeals and Requests for Re-marking

A student may appeal the final course grade for final examinations in accordance with the following rules (Executive Rule of Article 36):

a) Submit an appeal within fifteen (15) days from the date the final exam result in question was announced; the request is submitted to the department offering the course.
b) The Department Chair requests a statement from the course instructor. If an error is found, the result is amended via the Result Amendment Form. If the instructor affirms the correctness of marking, the Chair shows the student their answer booklet and the model answer; if the student accepts the correctness of marking, they sign a waiver and the Chair files the request (counted toward the limit referred to in Paragraph 2). These steps must be completed within five (5) working days.
c) If the student does not accept the correctness of marking, the Department Chair forms a committee of two faculty members from the department other than the course instructor; the committee submits its report to the Chair, who decides either to amend the student’s mark or reject the request within ten (10) working days, and the student is notified of the decision.
d) If the Department Chair is also the course instructor, the Vice-Dean concerned undertakes the above procedures.
e) If the student does not accept the decision, they may appeal to the College Council within ten (10) working days from notification. The appeal is formally submitted to the College Dean with reasons and justifications and is presented to the first subsequent meeting of the College Council.
f) If the College Council does not accept the appeal, it issues a reasoned decision to dismiss it. If it approves re-marking, it forms a committee of three faculty members, excluding the course instructor, to re-mark the answer booklet. The committee submits its report within ten (10) working days from the date of its formation. The report is presented to the next College Council meeting for a final decision, which becomes final upon adoption of the minutes.

The committee verifies the correctness of marking and recording of marks by:

• Ensuring every part in the answer booklet has been marked and assigned a mark.
• Verifying the accuracy of the total mark recorded.
• Verifying recording of marks for practical examinations, if any, in addition to coursework.
• Verifying that the full course mark has been properly aggregated.

A student may request re-marking of the final exam under the following rules (Executive Rule of Article 36):
a) Submit a request for re-marking within the period announced in the academic calendar issued by the Deanship of Admission & Registration.
b) Submit the request electronically via the student portal.
c) The college offering the course decides on re-marking requests no later than the first week of the following semester.

• The college informs the Deanship of Admission & Registration of the outcomes of re-marking decisions using the approved form and within the designated timelines.

A student has the right to object to a midterm exam mark within one week of viewing their answer script. The objection is submitted to the course instructor. If the student is not convinced by the instructor’s response, they may submit the objection to the Department Chair (or the relevant Vice-Dean if the Chair is the instructor) for reconsideration of the student’s script. The Chair may seek assistance from any faculty member in the department and must decide within one week of receiving the objection. The Chair’s decision is final (Executive Rule of Article 29).

Fifth: Excuses and Exceptions

• A student may apply to their College Council for an alternative exam in any course if they were unable to attend the final exam due to force majeure, within two weeks from the exam date (Executive Rule of Article 32).
• The College Council may accept the excuse and approve an alternative exam no later than the end of the following semester. The student retains their classwork marks, and receives the grade obtained in the alternative final exam after sitting it (Executive Rule of Article 32).
• If the course instructor is unavailable, the Department Chair offering the course appoints another instructor to prepare and mark the alternative exam.

Cases in which a student may be excused from attending the final exam include:

• Death of a first-degree relative (leave of five days including holidays) with a copy of the death certificate and proof of relation; except for a female student whose husband has died, for whom the legal waiting period applies.
• Death of a second-degree relative (one day of leave) with a copy of the death certificate and proof of relation.
• Childbirth for female students (leave of three weeks) with a hospital report from a public or private hospital.
• Loss of consciousness (fainting) during exams documented by the university physician; leave as stated in the physician’s report or the hospital’s report if transferred.
• Accompanying a parent, child, or spouse to the hospital during exams; in other cases, proof is required that no alternative companion was available. (Leave as stated in the hospital companionship report.)
• Medical certificate stamped by any public hospital or approved via the “Seha” platform, issued by a recognized medical authority and matching the exam date (leave as per the hospital report).
• Routine medical visits that can be scheduled outside exam times are not accepted as excuses.
• Private hospital sick leaves are accepted only for surgery, inpatient admission, or chronic conditions (e.g., renal failure, asthma), subject to proper documentation; leave as per the hospital report.
• Emergency cases such as police/traffic department attendance where the student is a party to the incident; the excuse must specify the exact time of the incident and of reporting.
• Schedule conflict where two final exams are set at the same time.
• Official national duties or any official tasks assigned by government entities.
• Government procedures that cannot be postponed, with proof.

Submission and processing of excuses:

• The student submits the excuse and reason for absence via their student portal from the time the cause arises until one week after it ceases, to the department concerned.
• Final-exam excuses are presented to the College Council, which decides to accept or reject them according to the defined criteria.
• If accepted, the department is informed of the students with approved excuses and, in turn, notifies them of the alternative exam schedule.
• Students are informed of instructions for alternative exams via university email, announcements within the college, and available communication channels.
• Students excused from midterm or final exams are to be examined accordingly.
• The student is awarded the grade obtained after sitting the alternative exam, or an F grade (هـ) if they fail to sit the alternative final exam.

Sixth: Retention and Disposal of Exam Papers

• Each college sets mechanisms for retaining and disposing of exam papers in accordance with the regulations of the National Center for Archives and Records.
• All assignments and student answer booklets are kept securely by the course instructor for a sufficient period to:
  • Conduct internal reviews and reviews by external reviewers and accrediting bodies.
  • Consider students’ grievances/appeals.
• Samples of students’ exam answers, assignments, and tasks are retained in the course file; the remaining answer booklets and student work are kept by the course instructor for one year.
• Upon retirement or end of contract, the faculty member submits to the Department Chair all answer booklets and student work from the academic year preceding retirement or contract end.
• All academic departments must ensure that all student assessment materials are disposed of according to the approved procedures after the retention period has elapsed.

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