Formative Assessment Methods Research Articles

Discovering the Current 'State of Play' in Pain Recognition and Assessment for People With Profound Intellectual Disabilities by Nurses: An Appreciative Inquiry Approach.

Pain recognition and assessment in individuals with profound intellectual disabilities are challenging. Exploring effective methods of addressing this is essential. This study aims to discover current nursing practice in this area of care as the first of a four-phased appreciative inquiry study, to inform further research and practice. Data from individual and focus group interviews with co-researching nurses were collated and developed into themes. Six themes were identified: unconditional positive regard, honouring of relationship, creative best practice, pain through a competing lens, accurate assessment-an impossible task? Medicating pain-oversimplified and undervalued? Relationship is essential, in recognising pain and distress. There is an understanding of the multifaceted nature of pain in the care of this population; however, physical pain recognition and assessment are prioritised, to prevent serious ill health and death. Formal methods of assessment and communication between professionals are needed.

The effect of formative assessment on students' clinical knowledge, skills and self-efficacy levels

AimThis research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. BackgroundFormative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. DesignThe study was designed as a pre-test post-test randomized controlled experimental study. MethodBefore the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. ResultsThe average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. ConclusionIt was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.

ПРАКТИЧНІ АСПЕКТИ ОЦІНЮВАННЯ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ УПРОЦЕСІ ДИСТАНЦІЙНОГО НАВЧАННЯ

. The article deals with correct organization of the system for evaluating the educational achievements of primary school children in the conditions of distance learning in the context of the ideas of the "New Ukrainian School" concept. Attention is focused on the main approaches to the use of technology for the implementation of the control and evaluation system based on the competence approach. Emphasis is placed on the fact that evaluation in the form of motivated evaluative judgment should dominate in primary school. The main approaches to the use of formative assessment in the educational process of primary school as an interactive type of assessment of the children's educational progress are revealed, groups of formative assessment methods are analyzed. The importance of adapting knowledge control methods to the conditions of distance learning is substantiated, the rules for evaluating the educational progress of primary school children in the conditions of distance learning are formulated, and the role of the teacher in this process is outlined. The advantages and disadvantages of distance education are determined, the need for educational and methodological support of the specified education and the peculiarities of evaluating the results of the educational activities of primary school children in the conditions of distance education are indicated. Attention is focused on significant changes in the implementation of assessment activities in the conditions of distance learning of primary school children. The role of modern information and communication technologies in solving the problem of evaluating pupil’s educational achievements in the conditions of distance learning is determined. The methodical aspects of using online services are disclosed, which will help the modern teacher to use the leading form of assessment of primary school children in the conditions of distance education. It has been found that for the effective application of formative assessment technology, various services are used, such as: LearningApps, WordArt, MindMeister and others. Examples of the use of various formative assessment technologies in primary school in distance learning conditions are given.

Experiences of medical students and faculty regarding the use of long case as a formative assessment method at a tertiary care teaching hospital in a low resource setting: a qualitative study

IntroductionThe long case is used to assess medical students’ proficiency in performing clinical tasks. As a formative assessment, the purpose is to offer feedback on performance, aiming to enhance and expedite clinical learning. The long case stands out as one of the primary formative assessment methods for clinical clerkship in low-resource settings but has received little attention in the literature.ObjectiveTo explore the experiences of medical students and faculty regarding the use of the Long Case Study as a formative assessment method at a tertiary care teaching hospital in a low-resource setting.MethodologyA qualitative study design was used. The study was conducted at Makerere University, a low-resource setting. The study participants were third- and fifth-year medical students as well as lecturers. Purposive sampling was utilized to recruit participants. Data collection comprised six Focus Group Discussions with students and five Key Informant Interviews with lecturers. The qualitative data were analyzed by inductive thematic analysis.ResultsThree themes emerged from the study: ward placement, case presentation, and case assessment and feedback. The findings revealed that students conduct their long cases at patients’ bedside within specific wards/units assigned for the entire clerkship. Effective supervision, feedback, and marks were highlighted as crucial practices that positively impact the learning process. However, challenges such as insufficient orientation to the long case, the super-specialization of the hospital wards, pressure to hunt for marks, and inadequate feedback practices were identified.ConclusionThe long case offers students exposure to real patients in a clinical setting. However, in tertiary care teaching hospitals, it’s crucial to ensure proper design and implementation of this practice to enable students’ exposure to a variety of cases. Adequate and effective supervision and feedback create valuable opportunities for each learner to present cases and receive corrections.

An investigation into the impact of vocabulary retrieval practice as a method of formative assessment in a Latin AS-level unseen translation context

Abstract Unseen translation forms a central part of assessment and teaching both in the Latin GCSE and A Level. Developing skills for the unseen translation presents several challenges for the classroom teacher; unseens can be introduced using a scaffolded approach, yet pupils must learn to develop independence for the examination. Unseens can often take an entire lesson, or more to translate, precluding the opportunity for meaningful, immediate feedback. Furthermore, classes of mixed- ability students often suffer from staggered completion rates and unequal attention being divided among students. Within the curriculum, unseen classes can additionally suffer from feeling severed from the specification as passages contain unfamiliar material, the content is discrete from the set texts, and lack of an overarching framework for approaching unseens can make them feel irrelevant to pupils. Therefore, striking a balance between productive support for in-class unseen translation practice and nurturing pupil confidence requires a clear strategy. This article investigates the effect of two methods of formative assessment used in preparation for an unseen translation lesson with a year 12 class. Reflecting on the results of the investigation, this article discusses the opportunities different tasks may afford the Latin teacher for developing a vocabulary curriculum that supports long-term retention of vocabulary, increases the efficiency of unseen classes, and allows the unseen passage to be received as part of a wider framework of learning.

Test-Only Learning via Virtual Patients to Improve Surgical Illness Scripts of Preclinical Medical Students as a Preparation for Clinical Clerkships: An Experimental Study.

The aim was to determine whether preclinical medical students can develop their illness scripts to a level comparable to that of clerkship students through test-only learning using repeated formative online testlets. In this experimental study, participants were 52 preclinical and 53 clinical medical students. The intervention group consisted of preclinical medical students, and the control group consisted of clinical medical students. The intervention group responded to online testlets containing feedback, an innovative formative assessment method called ContExtended Questions, on general surgery for 8days by spending no more than 30minutes each day. The control group completed the general surgery clerkship. The performances were assessed using 20 Key-Feature Question items. The intervention group was assessed twice: immediately after the intervention (the immediate test), and again 1month later (the delayed test). The control group was assessed once, immediately after the clerkship. All performance tests were identical. The preclinical students had a significantly higher mean score on the immediate test (83.1 ± 9.6) compared to the clinical students (75.4 ± 8.9), P < .001. The effect size (Cohen's d) was .83. However, the mean score in the delayed test (76.9 ± 13.6) was not significantly different from clinical students' mean score (75.4 ± 8.9), P > .05. Test-only learning as a spaced repetition of online formative testlets is effective in preparing preclinical medical students to the clinical clerkship. Through using this approach in preclinical period, they can prepare themselves for the clinical environment to optimize the benefits derived from clerkships.

THE DESIGN AND IMPLEMENTATION OF AN ONLINE FORMATIVE ASSESSMENT TO FOSTER INTERACTIVE ENGLISH LEARNING AMONG SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

In response to pandemic-related learning loss, the Indonesian government has implemented a new English language curriculum with a focus on holistic assessment. However, the effectiveness of this curriculum relies on innovative teaching practices. This study positions the author as a curriculum engineer who has developed an online formative assessment concept. The aim of this research is to create a formative assessment tool that records student learning processes, promotes interactive English learning, and overcomes traditional pedagogical practices. By recording student learning processes and integrating technology, such as mind mapping and word clouds, students are able to explore, investigate, and generate new knowledge. The study follows a Research and Development (RD) approach and the developed website highlights the two online formative assessment methods. The findings demonstrate that using the online formative assessment tool can enhance students' critical thinking and communication skills while improving their English proficiency. Based on these results, this study recommends that schools integrate formative assessment tools into their English language curriculum to promote interactive learning and overcome traditional teaching practices. The findings of this study are relevant to educators, policymakers, and curriculum developers interested in promoting interactive English learning in a technology-enhanced learning environment. This study expected to be an assessment innovation in the interactive English.

Formative assessment in higher education: an exploratory study within programs for professionals in education

This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessment strategies. Data collected after each stage revealed participants’ perspectives on each method. Findings show that students who engaged in formative assessment comprehended assessment complexity and were motivated to use diverse assessment forms. Formative assessment proves effective for both evaluation and development, supporting higher education students in honing assessment competencies for future professional roles in educational and social sectors.

Tingkatan Mutu dan Mitigasi Risiko pada Penanganan Udang Windu di PPI Selili Samarinda ke Pasar Barong Tongkok, Melak

East Kalimantan has a superior commodity: tiger shrimp (Penaeus monodon). Some of these commodities are marketed to several areas in Samarinda City and to areas outside Samarinda City, namely West Kutai Regency (Barong Tongkok Market). The distribution process uses a cold chain (cool box) system for 12 hours of travel. Long distribution times cause product quality to decrease. This study aims to assess tiger shrimp's quality and handling strategies using a cold chain system at PPI Selili Samarinda City. The quality level is determined using organoleptic testing at points 1 (PPI Selili) and 2 (Pasar Barong Tongkok). The formal safety assessment (FSA) method is used to identify risks in each handling activity, risk assessment associated with tiger shrimp deterioration, risk control, and recommendations to minimize quality degradation. Based on organoleptic tests, the quality of tiger shrimp is included in the category of safe for consumption. Product handling activities included unloading products from ships, moving them to terminals, washing, structuring, packaging in cool boxes, transportation by shipping services, shipping to Melak Pasar Barong Tongkok, unloading from shipping services, and product arrangement. The highest potential risk is handling shipments to Melak Pasar Barong Tongkok, which has 22 potential hazards. Risk mitigation can be applied through socialization and evaluation related to suitable fish handling methods (CPIB) and making operational schedules for cleaning in the product loading and unloading area before and after handling activities. Keywords: formal safety assessment, risk management, handling strategy, transportation, tiger shrimp

Pre-service teachers as learners of formative assessment in teaching practice

ABSTRACT This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers’ perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two preservice teacher cohorts in which two methods of formative assessment were used during a period of teaching practice. A total of 102 learning reports prepared by the participants were analysed using a three-dimensional framework. The pre-service teachers were found to approach formative assessment from a teacher’s viewpoint; however, it was also used to enhance learning discussions and ensure learners’ active involvement. The objectives and peers’ viewpoints tended to be silenced. Our findings suggest that it is beneficial to provide pre-service teachers with opportunities to practice formative assessment under the guidance of mentors to demonstrate its advantages for students’ learning processes.

Discussion on the Evaluation Method of University Physics Experiment Assessment Based on “4C” Ability Cultivation

Education evaluation concerns the direction of education development, what use evaluation command bar, what kind of school orientation. To develop students abilities in Creativity and Innovation, Critical-thinking and Problem-solving, Communication, Collaboration. From the general idea of “Improve the evaluation of results, strengthen the process evaluation, explore value-added evaluation and make full use of information technology”. Study of University Physical Experimental Assessment Methodology, divided the assessment evaluation into formative and final examination two parts, and explored formative assessment methods and final evaluation methods. The formative evaluation methods, including “pre-class preparation, class performance, experimental results” are proposed for most of the three, and the final evaluation of many forms of the examination, such as “written exam, work, virtual simulation, innovative physical work display, group reporting and replies”.

Examining Assessment Design in the Pakistan English Language Curriculum at Secondary Level: A Comprehensive Qualitative Analysis of its Implementation

ABSTRACT &#x0D; The assessment is an integrated part of the learning process. The effectiveness of assessment design and practice during and after teaching will determine how language skills develop. This research study critically analyzes the Pakistan language curriculum 2006, regarding language assessment design. The study aimed to investigate the assessment design, mechanism, methods, and strategies envisaged in Pakistan's 2006 language curriculum. The study's goals were to investigate the LNC's 2006 language assessment plan and comprehend how extensive the 2006 national curriculum's assessment design is intended. Another goal is the extent to which this design supports language assessment and addresses language assessment ideas.&#x0D; The Pakistani national curriculum from 2006 will be the subject of a document analysis that considers both formative and summative assessment methods, techniques, and strategies. The language assessment theories and Bloom’s assessment mechanism were used as theoretical lenses. The document analysis model proposed by Bowen (2009) was used for this investigation.&#x0D; The study's findings demonstrate that Pakistan's LNC 2006 assessment design could be more helpful in developing language skills, by improving its level. The assessment strategies and methods for the development of every language skill are missing. The action verbs used for, Standards, benchmarks, and SLOs are at a deficient level and belong to Bloom's Taxonomy's first three stages of the cognitive domain. The summative test rather than ongoing assessment is indicated; hence the marking scheme is solely meant to be used for writing skills. Speaking and listening skills are nearly entirely ignored in assessment design. The standard for the development of textbook activities is likewise deficient in terms of assessment. The guidelines for teachers that train them on assessment are absent. In order to improve the language assessment design, policymakers and curriculum developers will use the study's findings. The findings will also help teachers comprehend and implement language assessment design appropriately.&#x0D; Keywords: Assessment, assessment design, language assessment, curriculum, textbooks, instruction.&#x0D;

Academic Achievement of First-year Medical Students using Self-directed Learning with Formative Assessment vs Conventional Teaching Method: A Longitudinal Study

Introduction: The Self-Directed Learning (SDL) approach is an important component of the Competency-Based Medical Education (CBME) curriculum. However, learning independently can be challenging, even for the brightest and most motivated students. Moreover, self-evaluation is quite difficult. If SDL is used in combination with formative assessment and constructive feedback for individual topics, it would facilitate self-modulation by learners and guide them towards higher academic achievement. Aim: To compare the academic performance of first-year medical students in Anatomy Practical class using SDL with formative assessment and feedback versus conventional teaching methods. Materials and Methods: A comparative evaluation was conducted using a longitudinal study design in the Department of Anatomy, Medical College Kolkata, West Bengal, India, from November 2022 to June 2023. During Anatomy Practical classes, 250 first-year medical students, (Batch 2022-2023), were divided into two equal groups using simple random sampling through a lottery method. One group (study group) was taught by implementing SDL followed by formative assessment with immediate feedback, and the other group was taught by the traditional method (control group). Following the completion of each of the first three consecutive regions (superior extremities, inferior extremities, and thorax) during Anatomy Practical classes, summative assessments were conducted. The collected data were calculated in an Excel sheet and computed using JAMOVI software (free version). Independent t-test statistics for the three summative assessments were evaluated, and the p-value of each assessment was determined. A p-value &lt;0.05 was considered to be statistically significant. Additionally, students’ feedback was documented and analysed. Results: It was observed that there was an improvement in academic scores in both groups. However, higher academic performance was progressively attained in the group which was provided SDL sessions and formative assessment with immediate feedback. A total of 55 (80%) students passed the third summative assessment in comparison to 40 (59.7%) students of the control group who passed the same exam. Differences between the means of the control and study group were found to be statistically significant (p-value≤0.001 and 0.023 in two summative assessments). Conclusion: The present study revealed that SDL with formative assessment followed by immediate feedback during Anatomy Practical classes had a remarkable positive impact on students’ academic performance compared to those students taught using conventional teaching methods and might be implemented in the future for better learning and improved academic achievement of students.

Implementing objective structured practical examination as a formative assessment tool for practical skills in 1st-year MBBS students: A comparative study in the physiology department at Surat Municipal Institute of Medical Education and Research, Surat

Background: It is a well-known fact that assessment drives learning. One of the most important aspects of training a doctor is the acquisition of practical skills. The conventional practical examination (CPE) fails to guarantee the development of the skills expected from students by the end of the course. In addition, the scoring is affected based on the examiner’s variability for different students. Objective structured practical examination (OSPE) has been used to evaluate those areas of performance by students. CPE also does not provide any feedback except stating pass or fail. To overcome this problem, an earlier innovation in this regard is the OSPE described in 1975 and greater detail in 1979 by Harden and his group. The OSPE is now an accepted tool in the assessment of practical skills in both pre- and para-clinical subjects. In view of this, we have implemented the system of OSPE for the assessment of practical physiology in the Department of Physiology at SMIMER College in Surat. Aims and Objectives: The study aims to introduce OSPE as a formative assessment method for 1st-year MBBS students within the physiology department. It involves conducting a comparative analysis between CPE and OSPE to evaluate the efficacy of these assessment methods. In addition, the study seeks to assess students’ satisfaction with the implementation of OSPE for evaluating practical skills and to investigate faculty perceptions of OSPE as a formative assessment tool. Materials and Methods: The study was conducted in the physiology department of SMIMER on 138 students of 1st-year MBBS. The first CPE was conducted on 46 students each on 3 alternate days over a period of 1 week by six faculties. The students underwent a second evaluation of the same practical skills, next week through the OSPE method. Feedback from students and faculties was taken separately. CPE was compared with OSCE statistically to find the significance of the difference in means between the marks of these two methods. Results: The results indicate that while students achieved higher marks in the conventional method of practical assessment compared to OSPE, the difference between the two was not deemed statistically significant (P = 0.1). Interestingly, over 80% of students expressed a preference for integrating OSPE into future assessments. Notably, 60% of students perceived OSPE as potentially easier to navigate than traditional practical assessments, while over 80% acknowledged its broader coverage of topics. Furthermore, a significant majority, more than 70% of students, deemed OSPE as a fairer evaluation method compared to traditional approaches. Moreover, a majority of faculty members, exceeding 50%, endorsed the feasibility of conducting OSPE within the Department of Physiology at SMIMER. Their strong consensus highlighted the objectivity and efficacy of OSPE stations in evaluating cognitive and psychomotor skills, surpassing conventional assessment methods. Conclusion: Overall, the findings suggest that while there may not be a statistically significant difference in marks obtained between traditional practical assessment methods and OSPE, there is a strong inclination among students and faculty toward incorporating OSPE into future assessments. Students appreciated the wider coverage of topics in this method. Faculty members recognize the objectivity, validity, and reliability of OSPE but are unsure about its feasibility. The consensus leans toward utilizing OSPE for formative assessment in the future.

The Practice of Formative Assessment by Indonesian Vocational School’s English Teachers during the Covid-19 Pandemic

This study aimed to describe how Indonesian vocational school’s English teachers implemented formative assessment methods amidst the COVID-19 pandemic. The research employed a qualitative approach with a case study design. Data was gathered through interviews. Two English teachers from one of public vocational school in Rokan Hulu Regency, Indonesia participated in the study. The data analysis followed the Miles and Huberman three-step process, which included data condensation or reduction, data display, and drawing and verifying conclusions. The findings revealed that vocational school’s English teachers utilized both online and offline formative assessment strategies during the COVID-19 pandemic. Online formative assessment was implemented by using Google Classroom and Google Forms, while offline methods included quizzes, questioning and group discussions, short-answer tasks, listening cloze, role play, reading aloud, mind mapping, and dialogue writing. The teachers encountered various challenges in implementing these assessments, such as a lack of human resources, limited internet connectivity in students' homes, and some students lacking access to mobile devices. Additionally, student engagement and motivation were identified as concerns. Nevertheless, the teachers devised solutions to overcome these obstacles, including providing Wi-Fi in designated areas, encouraging students to use their parents' or friends' devices, and actively engaging with less interested students.

Formative Performance Assessment in the Process of Developing Translation Sub-competences

This research paper pertains to the method of student performance evaluation applied to the process of online collaborative learning. The model of evaluation is intended for the developing translation sub-competences and involves the analysis of the team members’ discourse in the process of negotiating meanings, in compliance with Gery Stahl’s claim that discourse constitutes interpretation (2004: 22). The devised individual assessment form encompasses the study of performance of collaborating team members in two dialogic spaces, the content space and the relational space of collaboration (Janssen and Bodemer 2013). The assessment procedure comprises the analysis of the students’ individual achievements as well as their contribution to the team expert knowledge building. The main goal of this research paper is to highlight the regulatory function of the formative performance assessment method for team learning and to indicate the interdependences between the collaborative learning, formative performance assessment as well as the communicative approach to learning, the latter constituting the theoretical framework for this research.

ФОРМУВАЛЬНЕ ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ НА ЗАНЯТТЯХ ХІМІЇ

The article identifies the main methodological approaches to formative assessment of higher education students’ learning achievements in chemistry teaching. Formative assessment, considered as assessment to improve learning, is envisaged by the concept of modern education, which determines a change in the approach to assessment. The use of this type of assessment in higher education does not have such a wide range of applications compared to general secondary education, but in recent years teachers have increasingly noted its advantages working with students. Higher education can use a variety of formative assessment methods to measure student progress and understanding. In chemistry teaching such methods may include self-assessment, chemical experiments and laboratory work, written work (laboratory reports, diagnostic work, etc.), tests, group work, individual consultations. These types of work can stimulate students’ activity and help them to develop collaborative and problem-solving skills. Formative assessment in higher education in the field of chemistry can include various methods and tools to determine students’ learning progress and skills development. This type of assessment, as a person-centred form of control, becomes a tool for continuous feedback in higher education, allowing teachers and students to stay in touch throughout the le arning process and to improve the level of knowledge acquisition and practical skills. It is important to ensure that assessment methods are varied to reflect different aspects of learning and skill development. It is also important to provide constructive feedback to encourage further improvement among higher education students.

Risk assessment of LNG bunkering vessel operation based on formal safety assessment method

AbstractWith the increase of Liquefied Natural Gas (LNG) fuel‐powered vessels, LNG bunkering vessels have become an important development direction of LNG bunkering technology for its advantages. However, the LNG bunkering vessel operation risk assessment is relatively few. Formal Safety Assessment (FSA) is a novel structured and systematic risk analysis method for Marine engineering, through the data analysis based on probability theory, people can foresee the risk before the accident and take measures to reduce the risk and avoid heavy loss. In this paper, the LNG bunkering vessel operation process is divided into four subprocesses: the loading process, the navigation process, the bunkering process, and the anchoring process. The FSA method is used to identify and evaluate the risks in each process, judge the negligible risk, reasonable and feasible low risk, unacceptable risk, and put forward corresponding safe measures to provide safety guarantees for the operation of LNG bunkering vessels. Through the standardized assessment steps of FSA, a risk model for the LNG bunkering vessel operation process is established, and reasonable suggestions and measures that can effectively control the risk of the LNG bunkering vessel operation process are proposed, the research results of this paper can provide important technical guidance and reference value for the safe operation of LNG bunkering vessel.

An Investigation into Teachers’ Perceptions of Formative Assessment Techniques and Students’ Learning

The study's goals were to ascertain how instructors felt about formative assessment methods' impact on students' learning and how the public and private sectors differed in their views. The study also sought to determine how formative assessment methods affected university students' learning. All of the public and private universities in the Lahore district made up the population. In this investigation, the multistage sampling technique was applied. A questionnaire was used as the study's tool. Descriptive statistics was used to analyse the data. The study's conclusions showed that formative assessment methods and students' learning had a greater degree of agreement with the majority of respondents.

Assessment Strategies Used by University Instructors

This study aimed to investigate the assessment practices and challenges encountered by instructors when evaluating students in the College of Sharia Sciences at Tripoli University. Qualitative methods, including the distribution of questionnaires to instructors, were employed in the research. The findings indicated that instructors utilized a variety of assessment methods, which were selected based on the educational context and the instructors' perspectives. Some instructors favored formative assessment methods, while others relied on summative approaches. However, certain obstacles were identified, such as student disengagement in assessment activities, language proficiency issues, and limited use of technology. Instructors provided recommendations to improve the assessment system, such as introducing new assessment techniques, integrating technology, and considering student feedback to address any deficiencies.