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.