The Reality of Using Authentic Assessment in Public Education in Saudi Arabia from the Teachers’ Perspective

The study aimed to identify the reality of using authentic assessment in general education in the Kingdom of Saudi Arabia from the perspectives of teachers. It also aimed to determine the impact of variables such as gender, educational qualification, teaching stage, and teaching experience. To achieve the objectives of the study, a questionnaire was designed, and it was administered to a convenient random sample of (298) teachers in the general education sector in Makkah. The study's results revealed that the employment of authentic assessment strategies scored a high degree of implementation in all areas, with an average score of (4.1), indicating a significant level of implementation. The results also showed a high degree of usage in the field of authentic assessment tools, with an average score of (3.6). The results further revealed statistically significant differences at the level of significance (α ≥ 0.05) attributed to the respondents' gender in favor of female teachers, while no statistically significant differences were found at the same level of significance (α ≥ 0.05). Based on these results, the study derived several recommendations.