From Recall to Resilience: Reforming Assessment Practices in Saudi Theory-Based Higher Education to Advance Vision 2030

Assessment practices are central to higher education, particularly critical in theory-based programs, where they facilitate the development of conceptual understanding and higher-order cognitive skills. They also support Saudi Arabia’s Vision 2030 agenda, which aims to drive educational innovation. This narrative review examines assessment practices in theory-based programs at a Saudi public university, identifies discrepancies with learning objectives, and proposes potential solutions. A narrative review synthesised peer-reviewed literature (2015–2025) from Scopus, Web of Science, ERIC, and Google Scholar, focusing on traditional and alternative assessments, barriers, progress, and comparisons with international standards. The review found that traditional summative methods (quizzes, final exams) still dominate and emphasise memorisation, limiting the development of higher-order skills. Emerging techniques, such as projects, portfolios, oral presentations, and peer assessment, are gaining traction but face institutional constraints and resistance from faculty. Digital adoption is growing: 63% of students are satisfied with learning management system tools, and 75% find online materials easy to understand; yet, advanced analytics and AI-based assessments are rare. A comparative analysis reveals that international standards favour formative feedback, adaptive technologies, and holistic competencies. The misalignment between current practices and Vision 2030 highlights the need to broaden assessment portfolios, integrate technology, and provide faculty training. Saudi theory-based programs must transition from memory-oriented evaluations to student-centred, evidence-based assessments that foster critical thinking and real-world application. Adopt diverse assessments (projects, portfolios, peer reviews), invest in digital analytics and adaptive learning, align assessments with learning outcomes and Vision 2030 competencies, and implement ongoing faculty development. The study offers practical pathways for reform and highlights strategic opportunities for achieving Saudi Arabia’s national learning outcomes.