Abstract-Information and communication technology (ICT)has been involved in different sectors. ICT has an impact to improve learning environment and process. With the increasing number of students and the limitation of placement, a new innovation in learning is required. Thus, E-learning and E-assessment have been introduced, to offer online courses and electronic assessment. E-assessment enables the students live in remote areas to have the test in their homes, and helps the teacher to correct the exam and release the marks in short time. This paper explains the meaning of E-assessment from different opinions and illustrates the cycle of E-assessment process. Moreover, this paper discusses the advantages and obstacles of using E-assessment in learning for different domains: student, teacher, institution, and in education aims.Index Terms-E-assessment, e-exam, electronic exam, online exam, online assessment.

As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment has developed to address some of the limitations and problems of a paper-test. In last the10 years, E-assessment has improved in developed countries such as the UK. In contrast, in Saudi Arabia, one of the developing countries, less attention has been paid to the usage of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. Consequently, we investigate the factors that impact on academic"s use of E-assessment in Saudi universities. In order to examine these factors, the Decomposed Theory of Planned Behavior model (DTPB) is adopted with slight modification. Age and gender are added to the proposed model as moderating factors that affect attitude, subjective norms and perceived behavioral control. IT support is also added as a subfactor under perceived behavioral control and technology facilitating conditions are included under resources facilitating conditions.

Abstract-As assessment is one of the important pillars of the learning process, and e-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last the 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to accept and use of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. This paper aims to investigate the factors that has an effect on academics use of E-assessment in Saudi universities. Last study by Alruwais et al.[1] has developed the Model of Acceptance and Usage of E-assessment (MAUE) that has derived from the Decomposed Theory of Planned Behaviour model (DTPB), other theories and models, which investigate the user acceptance and use of ICT, and other related studies. The model consists of the following factors: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control factors (self-efficacy, resource facilitating conditions, and IT support). Age and gender are also included to the proposed model as moderating factors. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics' intention to use E-assessment. However, experts suggested removing gender and keeping age as a moderating factor. Furthermore, the experts recommended adding awareness of E-assessment as a sub-factor under the attitude factor and including the availability of a security system in the resource facilitating conditions sub-factor. Index Terms-E-assessment, e-exam, electronic exam, online exam.

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E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics' intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics' behavioural intention to accept Eassessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept Eassessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.