DIGITAL LIBRARY
ALTERNATIVE ASSESSMENT IN THE EYES OF UNIVERSITY TEACHERS: EXPLORING THE RELATIONSHIPS BETWEEN TEACHERS' ATTITUDES, TEACHING ENVIRONMENT AND BEHAVIOUR
Education University of Hong Kong (HONG KONG)
About this paper:
Appears in: ICERI2022 Proceedings
Publication year: 2022
Pages: 628-635
ISBN: 978-84-09-45476-1
ISSN: 2340-1095
doi: 10.21125/iceri.2022.0206
Conference name: 15th annual International Conference of Education, Research and Innovation
Dates: 7-9 November, 2022
Location: Seville, Spain
Abstract:
Although alternative assessment can maximize the learning outcomes of students, a successful adoption of alternative assessment is greatly determined by the teachers’ attitudes of assessment and performances. This study adopted a mixed-method approaches to explore teachers’ perspectives concerning the adoption of alternative assessment. Fifty-two teachers who adopted alternative assessment during the pandemic lockdown responded to our survey. Four teachers were interviewed regarding their teaching experience in alternative assessment. The quantitative findings showed strong correlations between the teachers’ attitudes of assessment, the teaching environment and their teaching performances. The qualitative data presented details of teachers’ understandings and opinions of the adoption of alternative assessment in terms of effectiveness and perceived university support, as well as suggestions for universities to improve the implementation. Universities could offer professional development and technical support to ensure teachers have enough knowledge and resources to adopt alternative assessment smoothly.
Keywords:
Alternative assessment, authenticity in assessment, higher education, mixed-methods, university teachers.