In this study, the assessment competencies of teachers in higher education were examined based on the gender (male and female), teaching experience (novice and experienced) and faculty affiliation (Social Sciences and Sciences). The quantitative type of research design was used and a sample consisting of 24 faculty members was selected using the Questionnaire of Teachers Assessment Competencies(QTAC) which includes the main dimensions of assessment practice, which included traditional and standardized testing, communication of assessment results, performance assessment, non-achievement grading and test reliability. Descriptive analysis showed that teachers exhibited a moderate to high extent of assessment competence with the variation in this being complementary strengths as opposed to significant difference. The competence of female and experienced teachers in relation to standardized testing, communication of results, and promotion of reliability demonstrated a relatively high level of competence, and male and novice teachers demonstrated a higher tendency toward traditional and performance-based assessment practices.