The developed assessment model and scales can be The best model for interpreting the study data. Model showed an improvement in the goodness of fit indicators, which points toward this being StructuralĮquation modeling was used to assess the proposed model. Two instruments were developed in this study, and the study sample consisted of 250 faculty members. The development of the faculty members’ academic and professional performance.

Thus, this study aimed to assess a model for measuring perceptions of both the teaching profession and creative teaching practices among faculty members that explains the relationship between faculty members’ perceptions about teaching and their creative practices that was constructed to explain the nature of this relationship and enable Members’ perceptions, and complete shift to digital education, energy must be expended toward ensuring that the teaching practices of faculty members are innovative and distinctive by providing advanced methods and models for evaluation operations. Finally, the study recommended that conducting training programs ‎on strategies of ‎assessment for ‎learning, ‎and holding workshops to exchange ‎experiences between all faculty members.Ĭonsidering the differences in academic backgrounds and majors, diversity of faculty While there were ‎statistically significant differences in all dimensions of ‎ assessment for ‎learning based ‎on academic rank. In addition, there ‎were no statistically ‎significant differences ‎on the practice ‎degree of faculty members of assessment for ‎learning according to ‎gender, faculty, and teaching experience. The findings showed that practice ‎degree of assessment for learning ‎among the ‎faculty members were medium. This study uses a quantitative survey ‎approach.‎ Psychometric properties of assessment for ‎learning instrument using Rasch ‎Model Analysis were verified on a sample of ‎(255) faculty members from Saudi ‎‎Universities. This ‎study aimed to investigate and analyze the practices of assessment for learning among ‎the ‎faculty members at Saudi ‎Universities.

Assessment for learning is a part of learning and teaching processes, diagnosing ‎learners' needs, and providing them with feedback to improve their performance.

Validity and reliability in assessment