Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Nyinge, Baraka

doi:10.4314/eajess.v3i4.200

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…Several studies have indicated uses of authentic assessment on summative basis (Broadbent et al, 2018;Hilden et al, 2022;Houston & Thompson, 2017;Ishaq et al, 2020;Nyinge, 2022;Sewagegn & Diale, 2020). For instance, Hilden et al (2022) insisted on the summative use of authentic assessment since instructor are confident in their uses.…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, Bloxham and Boyd (2007) comment that authentic assessment are used for the sake of grading and certification due to modularization system of higher education institutions. Similarly, Nyinge (2022) indicated some authentic assessment tools namely practical work, projects and portfolios to be used summatively. However, little is known on the formative use of authentic assessment in HEIs.…”

Section: Introductionmentioning

confidence: 99%

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Formative Use of Authentic Assessment in Competencies Acquisition Among Undergraduate Science Students in Higher Education Institutions in Tanzania

Nyinge¹

2023

IJREHC

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ormative use of authentic assessment is regarded as a key aspect of competence acquisition among undergraduate science students. The study employed a pragmatism research paradigm with the mixed-method research approach. The research design used was an explanatory sequential research design. The target population for the study was 650 third-year undergraduate science students from the two Higher Education Institutions. The sample for the study was 231 undergraduate science students who were selected by proportional stratified random sampling technique. In addition, six (6) instructors were selected by using purposive sampling based on their areas of specialization. Data analysis was done by using descriptive survey and thematic analysis for quantitative and qualitative research approaches respectively. The findings indicated that the formative use of authentic assessment in general and authentic assessment tools, in particular, was not well realized. Authentic assessment tools such as portfolios, projects, and practical work were not used on a formative basis. The concern was grading the achievement of learners through those tools rather than for the improvement of learning processes among them. However, teaching practice or fieldwork as one of the tools of authentic assessment was found to be used on a formative basis since the emphasis was the acquisition of competencies through the active engagement of students. Undergraduate science students were exposed to real-life situations accompanied by the provision of oral and written feedback for the sake of improvement. It is concluded that formative use of authentic assessment in general was not well realized leading to the persistence of criticism among education stakeholders on the inadequacy of competencies to the graduates. The study recommends the formulation of clear policies on the implementation of authentic assessment in Higher Education Institutions on a formative basis.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Formative Use of Authentic Assessment in Competencies Acquisition Among Undergraduate Science Students in Higher Education Institutions in Tanzania

Nyinge¹

2023

IJREHC

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Extensive Usage of Teachers’ Portfolio in Reflection of Physics Subject Teaching Strategies for Public Secondary Schools in Moshi District Council, Tanzania

J. Munishi,

Salema,

Mashingia

2024

International Journal of Innovative Science and Research Techno

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The use of portfolio in monitoring students’ authentic learning process has gained momentum in recent years by which this study sought to assess its extensiveness in secondary schools in Moshi District, Tanzania. The study addressed extensive usage of teacher’s portfolio in reflection of Physics subject teaching strategies. Guided by the Reflective Practice Theory (RPT) the study employed a convergent design under a mixed-methods research approach. The target population for the study consisted of 2,830 individuals including; heads of schools, physics teachers, students and District School Quality Assurance Officers (DSQAO) in 61 secondary schools. Simple random, stratified random, and expert sampling techniques were used to obtain DSQAO, heads of schools, Physics teachers and students making a total of 363 respondents. The validity of research instruments was ensured by research experts in the faculty of education specialized in Assessment and Evaluation at the University. The reliability of Likert scale items in questionnaire was assured through Cronbach’s Alpha coefficient which had outputs of .84 and .79 for teachers' and students respectively. The trustworthiness of qualitative data collection instruments was established through peer debriefing and triangulation. The quantitative data were descriptively analyzed in percentages, and frequencies, mean scores while qualitative data were analyzed thematically. The study adhered to ethical rules in research such as: anonymity, informed consents and confidentiality. The study found that although teachers are preparing portfolio documents, doubts regarding the organization and timely accessibility of these documents hinder their ability to enhance teaching and learning. The study concludes that teachers prepare documents for teaching and learning in physics, but improper portfolio organization remains a threat to providing constructive feedback for students' physics achievement. The study recommends proper organization and compilation of portfolios for effective tracking of students' learning progress.

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Authentic Assessment in Science Education

Lathouris

2024

Advances in Educational Technologies and Instructional Design

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Authentic assessment as an alternative way of evaluation is considered to be one of the most effective ways to assess a child's ability in science. It provides students with situations that engage their science process and inquiry abilities and employ their science understandings. Teachers can use authentic assessment as a way to collect information about their students and their ability to implement their knowledge in new situations about science topics. In this research that is a literature review about authentic assessment in science education, focusing on teacher perspective, concerning only journal articles published the last fifteen years (2008-2023). The methodology uses PRISMA as tool in order to clarify the articles that finally will be included. The results of this review concern research's identity, results about methodology, and contribution about authentic assessment in science education. From the review, interesting conclusions are elicited about various dimensions concerning use of authentic assessment in science education from teacher's perspective.

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Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Cited by 3 publications

References 26 publications

Formative Use of Authentic Assessment in Competencies Acquisition Among Undergraduate Science Students in Higher Education Institutions in Tanzania

Formative Use of Authentic Assessment in Competencies Acquisition Among Undergraduate Science Students in Higher Education Institutions in Tanzania

Extensive Usage of Teachers’ Portfolio in Reflection of Physics Subject Teaching Strategies for Public Secondary Schools in Moshi District Council, Tanzania

Authentic Assessment in Science Education

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