ABSTRACT
This chapter explores transnational English language teachers' assessment practices, assessment-related professional development (PD) priorities, and preferred training methods. The research questions that guided this study were: (a) what are the assessment practices used by English language teachers in Saudi universities? (b) What are the assessment training needs of English teaching staff and their preferred methods of training? The Approaches to Classroom Assessment Inventory (ACAI) was used to collect the research data by surveying the targeted teachers. The survey was divided into three parts. Part one was concerned with demographic data, part two focused on assessment practices, and part three was related to PD priorities and training preferences. In total, 287 English language teachers participated in the research study.. The research findings suggest that there were gender differences between female and male transnational teachers' assessment approaches. Female teachers valued assessment purposes more than male teachers. Fairness in assessment practices was the least valued item in the teachers' identified assessment practices. Experienced teachers who identified themselves as competent in their role valued more than novice teachers valued assessment fairness and measurement theory less than competent teachers with years of teaching experience. This research provides insight into transnational English language teachers' assessment practices in relation to their to their gender, career stage, and academic position, these findings support policymakers in planning and designing PD programs, making decisions related to assessment practices.
