A descriptive study on the attitudes of EFL instructors working in Schools of Foreign Languages towards alternative assessment

Alternative assessment (AA) encompasses a variety of methods that move beyond traditional standardized testing, emphasizing a more holistic and authentic measurement of student learning. These methods, such as portfolios, performance tasks, self-assessments, and peer assessments, are designed to reflect students' abilities and understanding in practical, real-world situations, providing a more detailed and nuanced picture of their skills and knowledge. The current study aims to investigate the attitudes of English as a Foreign Language (EFL) instructors who work at schools of foreign languages toward alternative assessment (AA). A diverse sample comprising (N=192) EFL instructors from both state and private universities representing different academic titles and varying levels of in-service training on AA have participated. A mixed-method approach has been employed that includes both quantitative data and qualitative data. The quantitative data have been collected through a scale and qualitative data have been obtained through semi-structured interviews. Both instruments have been developed by the researcher. The scale, Alternative Assessment Attitude Scale (AAAS), has been rigorously validated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Following the validation of the scale, the quantitative data has been analyzed using descriptive statistics, and qualitative data has been analyzed thematically. The findings indicate that even though there are challenges regarding student, instructor, and institutional factors, as a result of the research, it has been determined that instructors overall exhibit positive attitudes toward AA. Gender and age variables have no significant effect on instructors' attitudes toward AA. However, academic title, university type, in-service training, professional experience, and being a testing office member significantly influenced attitudes, in the favor of those who are senior academics, work at state universities, have in-service training on AA, and being a testing office member holding more positive attitudes toward AA. The study emphasizes the importance of continual professional development in improving instructors' inclination to implement AA methods effectively. In-service training programs and institutional support are suggested as ways to develop an educational innovation culture in EFL teaching.