The Level of Faculty Members’ Knowledge of the New Assessment Strategies
Khadra Hallab1* 
, Souad Arioua1
Abstract. The current study aimed to identify the level of knowledge and use of new assessment strategies by faculty members at Mohamed Boudiaf University in M'sila, Algeria. To achieve the aim of the study, the descriptive analytical method was adopted. A purposive sample of 20 male and female teachers from the Department of Psychology was selected. A questionnaire was constructed by the researchers, consisting of five axes (performance strategy, paper and pencil strategy, observation strategy, self strategy, and communication strategy). The psychometric properties of the questionnaire were verified after applying it to an exploratory sample of 15 teachers. Cronbach's Alpha reliability coefficient reached 0.83, indicating high reliability. The results revealed that the level of faculty members' knowledge of the new assessment strategies is high, while the level of their use of these strategies is moderate. The study recommends working on using and generalizing new assessment strategies across Algerian universities and schools, as they contribute to achieving quality in education, as well as holding seminars and lectures on the importance of evaluation and its strategies.
Keywords: new assessment strategies, faculty members, university education, educational evaluation, LMD system (licence-master-doctorate)