ABSTRACT
Online testing that includes multiple-choice tests and assessment of problem-solving skills is considered to be the main form of e-assessment. In comparing e-tests to paper-based tests, it is found that etests are more accurate and faster than the traditional method. Many obstacles represent challenges for applying electronic tests. Both teachers and students are affected by these challenges. The current paper examines both students' and teachers' perceptions towards e-tests in addition to students' wash-back effects of e-tests. It also reviews and discusses obstacles and challenges that may not only affect students and teachers but also may result from the institution, infrastructure, and curriculum. The sample of the study includes a group of secondary school students (n=75) enrolled in the schools of Al-Dawadmi directorate, KSA, and a sample of EFL teachers (N=41) working in the same governorate. Instruments include students' perception questionnaires and teachers' perceptions questionnaires to examine their attitudes towards e-tests. Results of the questionnaires were analyzed statistically using the SPSS program. Findings indicated moderate washback effects and attitudes towards e-tests students' perspectives as well as a high level of students' perceptions towards e-tests. But teachers' perceptions proved to be below average.