Sahbi Hidri
Biographic Data
| ID | 8315984 |
|---|---|
| NAME | Sahbi Hidri |
| GIVEN NAMES | Sahbi |
| FAMILY NAME | Hidri |
| SIGNATURE | HIDRI S |
| AFFILIATIONS | Age Institute |
| ORCID | 0000-0003-4057-2591 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Validating a four-factor model of teachers’ online assessment practices in the UAE tertiary education
Online assessment has largely become a structural component of tertiary education in different contexts, yet limited empirical evidence exists on how university teachers design, implement, interpret, and use online assessment as a coherent multidimensional construct. This study examined teachers’ online assessment practices (TOAP) in Emirati tertiary education context and evaluated the factorial structure, reliability, and model fit of a 31-item …
An exploratory study of EFL teachers' assessment conceptions and their reading and writing assessment practices
This exploratory study investigated the assessment conceptions of university English as a foreign language (EFL) teachers and their reading and writing assessment practices. An online questionnaire about teachers’ assessment conceptions and practices (i.e., why, how, and when they assess reading and writing) was developed, piloted, and then administered to about 100 university EFL teachers in English and non-English departments (e.g., engineering…
Using critical reflections in action research to enhance students’ interactivity in online EFL learning contexts
Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged…
Action research in the Middle East and North Africa (Mena)
We are excited and slightly disappointed to finally see the publication of a themed section on action research in the MENA region in this journal. Excited because the quality of the four papers dem
Static vs. dynamic assessment of students’ writing exams
This article is twofold: (a) it explored the impacts of mediation strategies on promoting cognitive modifiability in a dynamic assessment (DA) writing exam among ESP learners, and (b) it compared test-takers’ performance in DA vs. static assessment (SA). The analysis drew on qualitative and quantitative data of a dynamic writing exam of classroom interactions of an experimental group (n = 25) and a Many-Faceted Rasch Measurement (MFRM) analysis o…
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Static vs. dynamic assessment of students’ writing exams
This article is twofold: (a) it explored the impacts of mediation strategies on promoting cognitive modifiability in a dynamic assessment (DA) writing exam among ESP learners, and (b) it compared test-takers’ performance in DA vs. static assessment (SA). The analysis drew on qualitative and quantitative data of a dynamic writing exam of classroom interactions of an experimental group (n = 25) and a Many-Faceted Rasch Measurement (MFRM) analysis o…
Using critical reflections in action research to enhance students’ interactivity in online EFL learning contexts
Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged…
Action research in the Middle East and North Africa (Mena)
We are excited and slightly disappointed to finally see the publication of a themed section on action research in the MENA region in this journal. Excited because the quality of the four papers dem
An exploratory study of EFL teachers' assessment conceptions and their reading and writing assessment practices
This exploratory study investigated the assessment conceptions of university English as a foreign language (EFL) teachers and their reading and writing assessment practices. An online questionnaire about teachers’ assessment conceptions and practices (i.e., why, how, and when they assess reading and writing) was developed, piloted, and then administered to about 100 university EFL teachers in English and non-English departments (e.g., engineering…
Validating a four-factor model of teachers’ online assessment practices in the UAE tertiary education
Online assessment has largely become a structural component of tertiary education in different contexts, yet limited empirical evidence exists on how university teachers design, implement, interpret, and use online assessment as a coherent multidimensional construct. This study examined teachers’ online assessment practices (TOAP) in Emirati tertiary education context and evaluated the factorial structure, reliability, and model fit of a 31-item …
Pedagogy (3 works) · Action research (2 works) · Mathematics education (2 works) · Online and Blended Learning (2 works) · Psychology (2 works) · Alternative assessment (1 work) · Ancient history (1 work) · Archaeology (1 work) · Asynchronous communication (1 work) · Computer Science (1 work)