The Degree of Utilizing E-Assessment Techniques at Prince Sattam Bin Abdulaziz University: Faculty Perspectives

Abstract

Accomplishing higher education development entails the use of the available technological means and innovative teaching and evaluation methods. Further, developing modern techniques for assessment is integral for achieving the intended learning outcomes and enhancing the alumnus’ capabilities for meeting the digital era requirements. The current study thus aims to identify the degree of utilizing the techniques of e-assessment from the perspective of faculty members in the College of Education at Prince Sattam Bin Abdulaziz University, Saudi Arabia. It also seeks to identify statistically significant differences in the participants’ responses due to gender, academic degree, and years of experience. The analytical descriptive approach was adopted and applied to a sample of 70 faculties at the College of Education, Prince Sattam Bin Abdulaziz University. A questionnaire was developed to include three domains: diagnostic e-assessment, formative e-assessment, and summative e-assessment. The findings demonstrated that there was a low degree of utilizing diagnostic e-assessment and a medium degree of utilizing both formative and summative e-assessments from faculty perspectives. In addition, there were no statistically significant differences in the participants’ responses due to gender, academic degree, and years of experience. The study recommends expanding the utilization of e-assessment techniques in Saudi universities and conducting scientific research to identify faculty members’ training needs in the field of e-assessment.