Teachers' attitudes and perceptions for alternative assessment techniques: a case study of Pakistani universities

Iqbal, Assad; Manarvi, Irfan Anjum

doi:10.1504/ijtcs.2011.039553

Cited by 6 publications

(7 citation statements)

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“…The finding surfaced from this part of analysis is in harmony with some previous studies that revealed teachers" positive attitudes towards AA in general (Chan, 2008;Iqbal & Manarvi, 2011;Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2012;Gonzales & Aliponga, 2012;Ghaicha & Omarkaly, 2018). Some other studies reported a positive attitude of teachers towards a particular means of AA.…”

Section: Rq #1: What Are the Attitudes Of The Faculty Members Of Engl...supporting

confidence: 90%

“…For instance, Wikström (2007) showed that teachers consider AA as an important element in teaching that has a positive impact on students" learning and view it as helpful for students to produce relevant and meaningful learning experiences. Similarly, Iqbal and Manarvi (2011) showed an agreement among university teachers on the benefits of AA and on using it in the Pakistani universities. Likewise, Ghaicha and Omarkaly (2018), revealed that EFL teachers in the Moroccan EFL public schools have positive attitudes toward AA although AA was not fully reflected in their actual assessment practices.…”

Section: Attitude Towards Alternative Assessmentmentioning

confidence: 85%

“…However, statistically significant difference in attitudes towards AA may be found among faculty members from different departments (social sciences, management sciences, environmental sciences, applied sciences etc.) as Iqbal and Manarvi (2011) indicated or among teachers teaching different subjects (English language, Arabic language, social sciences, etc.) as Alkharusi et al ( 2012) found.…”

Section: Rq #1: What Are the Attitudes Of The Faculty Members Of Engl...mentioning

confidence: 99%

“…Despite recommendations of prior research to shift to the new assessment paradigm (i.e., AA), educators in the local EFL context continue using the traditional mode, which is mainly based on paperand-pencil tests. Such methods of assessment generally give erroneous indicators of students" real potentials and skills (Iqbal & Manarvi, 2011;Ghaicha & Omarkaly, 2018;Yang, 2008). Believingly, ignoring the AA deprives learners from benefits that directly contribute to their learning.…”

Section: Introductionmentioning

confidence: 99%

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Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Moqbel¹,

Al-Kadi²

2020

hesj

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The study aimed to uncover faculty members’ attitudes towards alternative assessment (AA) and substantiate the differences in their attitudes, if any, based on five variables: university, gender, specialization, experience, and academic rank. It also elucidates the extent this cohort of informants adopts AA in their teaching and ascertains the differences in their uses according to the same variables. The study involved collecting data, through a questionnaire, from a sample of (66) lecturers and professors of different ranks who teach EFL at the collegiate level in Yemen. The study took place in two public universities along with a private one. The results of descriptive statistics and inferential tests (t-test, Pearson correlation, ANOVA) revealed that the respondents were positive towards AA but this was hardly reflected in their teaching. Significant differences in their attitudes towards AA were attributable to gender but not to university, specialization, magnitude of experience, or academic rank. In terms of usage, significant differences pertained to the variable of university and not to gender, specialization, experience, or academic rank. The findings rationalized incorporating AAs in EFL programs to enhance seeding new models of assessment that results in efficient learning and teaching.

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Section: Rq #1: What Are the Attitudes Of The Faculty Members Of Engl...supporting

confidence: 90%

Section: Attitude Towards Alternative Assessmentmentioning

confidence: 85%

Section: Rq #1: What Are the Attitudes Of The Faculty Members Of Engl...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Moqbel¹,

Al-Kadi²

2020

hesj

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“…analytical skills, problem-solving skills, communication skills, team working skills, etc.) required by engineering graduates are not effectively assessed by traditional assessment practices (Burtner, 2000;Iqbal & Manarvi, 2011). Traditional assessment practices are carried out without giving importance to course learning outcomes.…”

Section: Implications Of Assessment and Feedback In Engineering Educamentioning

confidence: 99%

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Subheesh

Sethy

2020

EURASIA J MATH SCI T

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'Assessment' and 'feedback' are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teachinglearning processes. It is observed that engineering faculty members do not require any 'teacher-training' to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students' performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.

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The Impact of Alternative Assessments in Assessing the Seventh Component of the Washington Accord’s Knowledge Profile

Kiew

Liew

Puteh

et al. 2020

Advances in Intelligent Systems and Computing

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Teachers' attitudes and perceptions for alternative assessment techniques: a case study of Pakistani universities

Cited by 6 publications

References 0 publications

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

The Impact of Alternative Assessments in Assessing the Seventh Component of the Washington Accord’s Knowledge Profile

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