This study focuses on students' attitudes towards assessment practices in DillarnUniversity. A questionnaire was developed to measure students' perceptions of andrnattitudes towards the educational assessment practices in the university. It relates to: (a)rnfrequencies of use of assessment techniques, and (b) attitudes with regards to departmentrnadmission procedures, assessment tasks, exams, feedback, and grading practices. Thernquestionnaire was validated for its content and piloted for its reliability. As the result,rnmost of the items were seen to be appropriate and every item was considered ofrnimportant by most of the students. Moreover, the questionnaire resulted with goodrnreliability of(O. 70). And data were collectedfrom 154 second and 149 third year studentsrnfrom three different faculties in the university. Approximately, 90% of the studentsrn(n=303) valid responses were obtained In addition, two focused group discussions werernheld focusing on their evaluations to the practices in the university. Results indicated thatrnstudents perceived examinations as the most often used methods to assess students in thernuniversity. Also the results showed that there are positive and negative students' attitudesrnto the practices. And Exams and grading practices were found to be the serious concernsrnfor the students. Furthermore, results indicated that the most related problems torneffective assessment practices in the university is lack of pedagogical training, lack ofrntransparency and accountability, biases, and lack of assessment policies. However,rnstudents believe that the problems to effective assessment practices can be solved usingrncertain interventions. Additional analyses indicated that there were no significantrndifferences between subjects according to field of study, sex of respondents, andrnachievement in the university. On the other hand, the results showed significantrndifferences between subjects according to students' year in the university (t=12.34,rnp