Analyzing Traditional and Alternative Assessment Forms in University Instruction Settings through Planned Behavior Theory

Abstract

This study aims to investigate the use of traditional and alternative assessments, and the level of valuing assessments, from university instructor perspectives. In addition, it also aims to examine the capability of Ajzen's theory of planned behavior (TPB) at interpreting assessment practices and valuing assessments. A questionnaire consisting of two sections was designed to identify the assessments practiced by the instructor, the valuing assessment level, and the behavioral beliefs and intentions according to Ajzen’s TPB. The sample was comprised of 348 instructors who were randomly chosen from (BAU) in Jordan. The results showed an average-level practice of traditional and alternative assessments, as well as a high level of valuing assessments. There were no statistically significant differences in the practices of traditional and alternative assessments due to the instructor's gender, college, academic rank. In contrast, statistically significant differences were shown in the assessment practices that were based on essay tests, projects, and observations, due to the attended number of training workshops, in the university assessment. Results from a hierarchical linear regression analysis revealed that TPB explained a significant proportion of variance in alternative assessment practices: 43.8% in homework, 28.5% in observation, 21.5% in projects, 14.8% in peer evaluation, and 11% in self-evaluation, which was the lowest. However, behavioral beliefs and intention components contributed highly to the explanation of alternative assessment practices. This study recommends utilizing of TPB to explain the academic practices of university instructors.