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

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