Abstract

Objectives: This study aimed to analyze e-assessment practices in Palestinian higher education and examine the extent to which they contribute to achieving assessment quality, reliability, and integrity, amid rapid digital transformations, particularly in light of the growing proliferation of generative artificial intelligence tools. Methods: The study adopted a qualitative approach with a case study design, using An-Najah National University as the research site. Data were collected through semi-structured interviews with sixteen faculty members from diverse academic disciplines and levels, and four staff members from the e-learning center and were analyzed using thematic analysis. Results: The findings revealed a marked variation in e-assessment practices dominated by electronic examinations in the absence of a coherent pedagogical framework; limited contribution of these practices to achieving quality and integrity due to the gap between technical solutions and the ethical dimension; weak capacity of existing assessments to reflect students' true learning owing to structural constraints and inequitable contexts; and escalating challenges posed by generative artificial intelligence, which has reshaped the contours of academic integrity and prompted two divergent response pathways: redesigning assessments and employing artificial intelligence as a learning tool. Conclusions: The study recommended establishing a clear institutional framework for regulating e-assessment, strengthening pedagogical training programs for faculty members, adopting authentic assessment strategies that minimize opportunities for cheating and promote deep learning, and reconsidering assessment approaches in light of the challenges posed by generative artificial intelligence.