Teachers’ Attitudes Toward Modern Assessment Methods

Abstract

This study examines teachers' attitudes toward modern assessment methods, acknowledging their central role in the educational process and their critical impact on the success of any pedagogical reform, as the theoretical framework explores the concept of attitudes, their dimensions, and the significance of their study within pedagogical practices, emphasizing the strong relationship between teacher attitudes and the efficacy of assessment methods. Empirically, a field-based approach was employed, utilizing a questionnaire administered to a sample of teachers; the collected data were analyzed using appropriate statistical tools, where the results highlighted disparities in teachers' attitudes, ranging from positive to reserved, which varied according to their training level, professional experience, and organizational contexts within their institutions. Furthermore, the findings indicated that positive attitudes enhance the prospects for the success of modern assessment, whereas negative attitudes constitute an obstacle to its implementation. The study concludes by emphasizing the importance of continuous professional development and improving educational practice conditions to establish modern assessment methods as effective tools for enhancing academic quality.