Assessment approaches of English language teachers in the Saudi higher education context

Abstract Assessment approaches including assessment purposes, processes, fairness, and measurement theory, English teachers’ professional development needs remain underexplored in the Middle East North Africa regions. This study provided empirical evidence on language teachers Saudi higher education context. A survey was used to examine current classroom assessment. total of 287 subjects (191 women 94 men) participated survey. The results revealed that both male female participants valued endorsed assessments alike. However, were found value purposes more than their counterparts. Fairness least item identified approaches. Experienced who themselves as competent role fairness theory novice teachers. present work broadens our knowledge relation gender, career stage, academic position, which support interested researchers policy-makers decision-making regarding designing programs.