Abstract:

The purpose of this research is to investigate the views of teaching staff at higher education about traditional and alternative measurement and evaluation approaches with regard to faculty variable and whether the instructor has attended any education about measurement and evaluation. The participants comprised 200 academicians from four different universities. The data were collected using the Measurement and Evaluation Approaches Scale, developed by the researchers. The data were analyzed using descriptive statistics (means and standard deviation), one-way ANOVA, two-way ANOVA, and Bonferroni tests. The analysis revealed that the instructors embrace both traditional and alternative measurement and evaluation approaches at a moderate level, with the latter having arithmetic means slightly more than that of the former. The casual-comparative analysis proved that the instructors from non-education faculties who had not attended any training about measurement and evaluation embraced traditional measurement and evaluation approaches significantly more than other groups. No significant differences, however, were observed between the views on alternative measurement and evaluation approaches either with regard to faculty variable or previous training experience, or their interaction.

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