This study aimed to examine teachers' perceptions of classroom assessment based on their teaching experiences and educational qualifications at Shaikh Zayed University, Afghanistan. A questionnaire containing 15 items and a descriptive-quantitative approach were used for the study. The study’s sample consists of (107) Academic Staff of the stated university selected by simple random sampling method. The exploratory factor analysis and Cronbach's Alpha coefficient were employed in the pilot study to determine the validity and reliability of the questionnaire. Furthermore, a reliability value of 0.830 indicated its appropriateness for the study and SPSS version 27 was used for data analysis. In addition, the factor analysis result for the Kaiser-Meyer-Olkin measure of sampling adequacy is .687 and correlation analysis showed a statistically significant moderate positive correlation between teachers' experience and their perception of classroom assessment, indicating that their perceptions improve as experiences increase. However, a statistically weak correlation was noticed between teachers' qualifications and their perceptions of classroom assessment. The p-value of 0.000 demonstrated significant differences between teachers' experiences and their classroom assessment. The findings also