Faculty Perceptions and Preferences Toward Online Language Assessments: A Post-COVID Evaluation of Blackboard-Based Testing in Higher Education

This research investigated faculty perceptions and preferences about online assessments supported by Blackboard in higher education with a focus on the effectiveness of post-pandemic assessments. Thus, this research had four objectives: (a) to measure faculty attitudes toward fairness, safety, and feasibility of online assessments; (b) to compare those attitudes based on demographic variables (such as age, gender, rank, and familiarity with Blackboard); (c) to measure faculty preferences for specific objective versus subjective types of assessment; and (d) to compare such preferences based on demographic characteristics. This study specifically explores online assessment in the context of language learning, examining how faculty perceive and prefer Blackboard-based formats for evaluating linguistic performance and communication skills. Using purposive sampling, a total of 40 faculty members of varying ranks and disciplines participated in a quantitative, cross-sectional survey. A semi-structured Likert-type questionnaire with ranking items was administered for data collection. Descriptive and inferential statistical analyses were conducted using SPSS. Results showed that although faculty did appreciate the benefits of Linguistics Blackboard assessments, especially the automatic grading and administrative convenience, significant issues remained regarding academic integrity, cheating, and exam security. The findings provide important considerations for the existing literature on digital language assessment practices in higher education and offer practical implications for sustained assessment innovation beyond the pandemic period. This study adopts an exploratory design, providing preliminary insights specific to English Language faculty using the Blackboard LMS, rather than aiming for broad generalizations.