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.
Keywords: assessment practices and obstacles, assessment strategies, university instructors.
