• *** The university is closed on Sunday, November 18th to mark the occasion of the Prophet’s Birthday.
  • *** Final Exam dates for Fall 2018 semester start on December 15 and end on December 20.
  • *** Withdrawal deadline for Fall 2018 semester is on November 8, 2018
  • *** Fall 2018 semester starts September 02, 2018 and ends December 20, 2018
  • *** Administration office hours are 8am - 5pm
The primary focus of assessment in education is to improve teaching and learning and the overall educational program effectiveness. Assessment is an ongoing systematic process that involves the collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development[1]. This process helps determine how well the institution meets its own established performance standards and program outcomes, and what lessons might be learned from the results in order to pursue further interventions and improvements. 
There are three levels of assessment
  1. Institutional Level
  2. Program or Administrative Level
  3. Course Level
The Institutional Effectiveness Office works with faculty and staff in developing, implementing, and monitoring assessment plans at all levels of the institution.

Best Practices in Learning Outcomes Assessment
American Association for Higher Education (AAHE): Nine Principles of Good Practice for
Assessing Student Learning[2]
The critical role that assessment plays in planning for academic quality led the American Association for Higher Education (AAHE) to ask key higher education leaders for guidance on what constitutes good practice in assessing student learning. As a result, AAHE Assessment Forum has promulgated “Nine Principles of Practice for Assessing Student Learning.” These principles provide the underpinning for assessment at the American University in Dubai:
  1. The assessment of student learning begins with educational values.
  2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
  3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.
  4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.
  5. Assessment works best when it is ongoing not episodic.
  6. Assessment fosters wider improvement when representatives from across the educational community are involved.
  7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.
  8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.
  9. Through assessment, educators meet responsibilities to students and to the public.

[1] Palomba, C & Banta T. (1999). Assessment essentials: planning, implementing, and improving assessment in higher education.  San Francisco Jossey Bass.
[2] Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T.Ewell; Pat Hutchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright.