Abstract:This paper discusses the implementation and evolution of progress testing as an assessment technique in problem-based learning atthe College of Medicine, King Faisal University, in collaboration with the University of Groningen, Netherlands. Despite the successfulintroduction of a local progress test, this paper notes the reluctance of students in Arab culture to embrace this method due to concernsabout its impact on their grade point average. The research outlines a 5-year experience with international high-stakes progress testingbased on European universities and describes the establishment of a local progress test system. A cross-sectional study design wasemployed to analyze the passing rates of medical students from their first to fifth year, using data from 2018 to 2020. The studypopulation included 1450 students with a gender distribution of 50/50. The results highlight two main achievements of the local progresstest system. Firstly, the development of a blueprint based on block teaching contents and curriculum learning outcomes from year 1 to 5.This blueprint served as a foundation for the assessment. Secondly, the establishment of an individual performance feedback system,facilitated by a confidential online platform using students’academic numbers. In conclusion, the research suggests that progress testingcan be successfully integrated into Arab culture, serving as a comprehensive assessment tool. It emphasizes the importance ofrecognizing progress testing as a key knowledge assessment method in the curriculum. This paper provides insights into the process,compares international and local experiences, and offers recommendations for further improvement of the local progress testing system