Academic Debate on Exams and Assessment Mechanisms
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Reported by: Saba Al-Layl Al-Murakshi
The main faculty group at the Islamic University of Minnesota – Main Center – on WhatsApp has recently witnessed a vibrant intellectual exchange, where professors used the platform to raise fundamental issues at the heart of the educational process. A recent discussion quickly evolved from an individual comment into a collective brainstorming session, reflecting the university’s flexibility and its administration’s commitment to quality and leadership in online education.
Authority to Adjust Grades
The debate began with a proposal from Dr. Yousef Bani Younes, Dean of the College of Developmental Studies, who suggested granting course instructors the authority to adjust exam grades just as they do with assignments. Supporting him, Dr. Abdulaziz Al-Zahrani argued that some students deserve grade adjustments in recognition of their effort despite struggling in exams.
However, Dr. Ali Ouda rejected the idea, warning that it could create an additional burden, emphasizing instead that exam questions should accommodate varying student levels. Meanwhile, Dr. Sahar Al-Samadi argued that adjusting assignments does not fully capture student effort, calling instead for marks to be allocated for participation.
Criticism of Current Exam System
Dr. Ibrahim Al-Ajlouni described the current exam system as “ineffective” in truly measuring knowledge acquisition. He pointed out that the lengthy time allotted for online exams provides wide opportunities for cheating or reliance on artificial intelligence, suggesting a reduction in the time given for each question.
Supporters of the Current System
On the other hand, Dr. Mona Al-Loboudi defended the existing system, calling it “well-designed” and ensuring quick results without injustice. Dr. Hafez Laṣfar, however, warned against the spread of cheating. Responding to him, Dr. Shaimaa Khattab stressed that a professor’s responsibility ends with evaluating submitted work, and that student commitment to study is itself a value worthy of respect—a point supported by Dr. Afaf Al-Haddad.
Challenge of Artificial Intelligence
Dr. Salah Farraj acknowledged that some students’ use of AI tools has become a tangible reality. Dr. Afaf Al-Haddad proposed adopting the “open book” model to address this issue, while Dr. Mohammed Abbas suggested practical projects or direct interviews, though he admitted such measures may be difficult to implement with large numbers of students.
University’s Official Position
Amid the debate, Dr. Nourhan Salama, Dean of Faculty Affairs, clarified that the newly adopted electronic system remains the official reference, stressing that any grade adjustment must be processed by the course instructor before being submitted to the control office. Supporting her, Dr. Yasser Al-Malek, Head of the Computer Science Department, described the current procedures as balanced and fair.
Additional Proposals
Dr. Dhuqan Ubaidat suggested awarding grades for attendance and participation to avoid disputes over exam adjustments.
Dr. Majid bin Obeid raised critical questions about fairness between diligent students and those who rely on technological shortcuts, warning of the future credibility of online education.
Dr. Marwan Al-Abbas stressed the importance of designing practical, real-world-based exam questions and recommended plagiarism detection tools such as Turnitin.
Dr. Mousa Mohamed Nour Al-Daw called for more diverse assessment methods, including short quizzes, oral discussions, and presentations.
Toward Broader Academic Symposium
The debate concluded with a proposal from Dr. Ibrahim Al-Ajlouni to hold an expanded academic symposium with experts, aimed at producing practical recommendations. The idea was widely welcomed by faculty members, reflecting a shared awareness of the need for continuous development to meet the challenges of online education.
Response from University Leadership
At the end of the discussion, the administration’s official position was conveyed by Vice Provost Dr. Zainab Basyouni, who affirmed the university’s commitment to listening to all viewpoints and considering them as a foundation for academic development. She stressed that this inclusive approach would enhance the university’s standing and leadership in the field of distance education.
