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The Deanship of Academic Development and Quality Assurance at Jordan University of Science and Technology organized a training workshop entitled “Enhancing the quality of assessment in face-to-face and online education: Highlighting performance-based and competency-based assessment in the workplace" on Monday and Tuesday, 9–10/2/2026, via Microsoft Teams. The workshop is part of a series of accredited workshops for faculty members for academic promotion purposes. It was delivered by Professor Rima Al-Safadi.

The workshop was inaugurated by Professor Mohammad Al-Hammouri, Vice Dean of Academic Development and Quality Assurance, who emphasized in his remarks the importance of advancing the university's assessment system in alignment with modern quality standards. He highlighted the need to strengthen the alignment between learning outcomes, teaching methods, and assessment approaches in order to promote fairness, transparency, and the overall effectiveness of the educational process.

The workshop aimed to enhance contemporary assessment concepts in both professional and academic education by revisiting fundamental assessment principles, with particular emphasis on constructive alignment. This approach ensures a systematic linkage between intended learning outcomes, teaching and learning activities, and assessment methods through structured exam blueprinting.

The workshop also included a review of key concepts related to the development of high-quality knowledge-based assessment tools, particularly in writing, reviewing, and improving multiple-choice questions (MCQs). In addition, it addressed the transition toward designing performance-based assessments, such as Objective Structured Clinical Examinations (OSCEs) and structured oral examinations, with a focus on station design, scoring systems, standard setting, and examiner calibration.

Furthermore, the workshop covered workplace-based assessment methods and competency-based assessment approaches, along with mechanisms for integrating them into various educational environments. It also addressed the redesign of assessment methods in online learning systems to ensure alignment between learning outcomes and academically defensible assessment strategies, even in the absence of continuous direct supervision.

The workshop featured interactive discussions and practical applications aimed at empowering faculty members to develop integrated assessment systems that support competency-based education and enhance the quality and credibility of the educational process at the university.