A COMPARATIVE STUDY OF UNIVERSITY TEACHERS’ ATTITUDES TOWARD EDUCATIONAL ASSESSMENT BASED ON PROFESSIONAL QUALIFICATION

Abstract

The current research examined the attitudes of teachers in universities towards educational assessment in Punjab with the emphasis on the comparison of professionally and non-professionally qualified teachers. The study was a quantitative, comparative study design with 120 teachers being sampled through a structured questionnaire that covered various dimensions of attitudes such as willingness, confidence, value and comfort towards assessment. The findings showed that an overall positive attitude of university teachers towards educational assessment was identified, and professionally qualified teachers show considerably greater willingness, perceived value, and comfort of assessment practices than non-professionally qualified teachers. But there were no drastic differences in the degree of confidence in both groups. These results indicate that professional qualification and training play a crucial role in developing positive attitudes to assessment and require specific professional developmental programs that will improve the interaction of teachers with assessment, their competence, and confidence in applying it efficiently.