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This study examines the factors that may impact the adoption of generative artificial intelligence (Gen AI) tools for students' assessment in tertiary education from the perspective of early-adopter instructors in the Middle East. It utilized a self-administered online survey and the Unified Theory of Acceptance and Use of Technology (UTAUT) model to collect data from 358 faculty members from different countries in the Middle East. The Smart PLS software 4 was used to analyze the data. The findings of this study revealed that educators developed new strategies to integrate Gen AI into assessment and used a systematic approach to develop assignments. Moreover, the study demonstrated the importance of developing institutional policies for the integration of Gen AI in education, as a driver factor influencing the use of Gen AI in assessments. Additionally, the research identified significant factors, namely performance expectancy, effort expectancy, social influences, and hedonic motivation, shaping educators' behavioral intentions and actual use of Gen AI tools to assess students' performance. The findings reveal both the potential advantages of Gen AI, namely enhanced student engagement and reduced instructor workloads, and challenges, including concerns over academic integrity and the possible negative impact on students' writing and thinking skills. This study emphasizes the significance of targeted professional development and ethical criteria for the proper integration of Gen AI in educational assessment. [ABSTRACT FROM AUTHOR]