The Ministry of Education exempts 7 categories from central exams for the first semester

In a regulatory move aimed at enhancing the quality of educational outcomes and ensuring fairness in assessment processes, the Saudi Ministry of Education has exempted seven specific categories of students from applying standardized tests for the first semester. This decision is part of a comprehensive framework for developing the education system, as the Ministry seeks to balance standardized measurement criteria with consideration for individual differences and diverse learning environments.

Context of the decision and the importance of centralized testing

Standardized testing is one of the strategic tools recently adopted by the Ministry of Education to accurately and objectively measure learning outcomes. These tests typically aim to provide reliable data on students' academic achievement levels across the Kingdom, helping decision-makers identify learning gaps and develop remedial plans. However, the inclusiveness of education necessitates flexibility in implementation, which explains the recent decision to grant exceptions that take into account the specific needs of certain educational pathways and student circumstances.

The seven categories exempt from testing

The ministry clarified that the categories that will not be subject to these tests include diverse segments to ensure the accuracy of the results and the fairness of the evaluation, and they are as follows:

• Schools that have achieved excellence: Schools that have achieved excellence standards in educational achievement have been excluded, as a form of motivation and in recognition of their efforts in maintaining the quality of learning outcomes, which encourages the rest of the schools to follow their example.
• Continuing Education Schools: Due to the nature of the students in them and the difference in the time and academic programs allocated to them.
• Special education students (public schools): The exception includes students whose conditions require tests with adapted questions that differ from their peers, to ensure that they are not treated unfairly on standardized scales.
• Special education institutes and schools: These institutions rely on highly specialized assessment tools that are appropriate for different disabilities and individual needs.
• Students in scholarship programs: such as the "Future Falcons" program, where they are subject to international or special educational systems and evaluation frameworks that differ from the general curriculum.
• Students with special circumstances: those who take their exams outside of school or remotely for approved health or regulatory reasons.
• Private schools with alternative curricula: provided that the curricula are not enrichment-based and have official approval for implementation, to ensure that the tests are consistent with what was actually taught.

Technical linkage and the role of the "Noor" and "Rasad" systems

The ministry affirmed its continued use of technological systems to ensure data accuracy. Student grades are processed via Excel files extracted from the "Noor" system and subsequently analyzed through the "Rasad" initiative. This initiative is a vital analytical tool that contributes to improving the quality of education and enabling educational decisions to be based on data and facts rather than impressions.

Expected impact and objectives of Vision 2030

This regulation reflects the Ministry of Education's commitment to achieving the goals of the Kingdom's Vision 2030, specifically within the Human Capability Development Program. By excluding categories that do not meet the unified standard, the Ministry ensures that performance indicators for the vast majority of students are accurate and reflective of reality, thus facilitating continuous development and improvement processes and reinforcing the principles of fairness and transparency in the Saudi education system.