Alternative assessment aims to increase the practicality and authenticity of assessment in university education and has been increasingly used during the pandemic. The implementation can be ineffective without considering students' needs and concerns in adapting to new assessment practices. This mixed-methods study applied an attitude–behaviour–context model to examine students' perceptions about the implementation of alternative assessment. One hundred and thirteen questionnaires were collected from students who experienced alternative assessment before the survey. Six students were interviewed about their learning experience. The quantitative results revealed that the students' perceived context of alternative assessment directly influenced their learning behaviour. The students' attitudes towards alternative assessment partially mediated the relationship between their perceived context of alternative assessment and their learning behaviour. The qualitative data were analysed using a deductive thematic approach, providing an in-depth interpretation of students' understanding and awareness of perceived teacher support and expectations about alternative assessment at the university. The semi-structured interview found that although students positively viewed the alternative assessment as an authentic task that help developing their higher-level thinking skills, the effectiveness of the assessment was weakened by the insufficient support and monotonous types of the assessment. This study's findings provide practical suggestions for teachers and universities to improve alternative assessment. Copyright © 2022 The Author(s).
CitationKong, S.-C., & Yuen, C.-N. (2022). An analysis of the attitudes and behaviours of university students and perceived contextual factors in alternative assessment during the pandemic using the attitude–behaviour–context model. Heliyon, 8(10). Retrieved from https://doi.org/10.1016/j.heliyon.2022.e11180
- Authenticity in assessment
- Formative assessment
- Higher education
- Teacher support