Authentic assessment practices for enhancing the acquisition of teaching professional competencies among undergraduate science student-teachers in Tanzanian universities.
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Date
2023
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The University of Dodoma
Abstract
This study investigated authentic assessment practices for enhancing the acquisition of teaching professional competencies among undergraduate science student-teachers in Tanzanian Universities. Specifically, the study examined the use of authentic assessment tools and the frequency of use in enhancing teaching professional competencies among undergraduate science student-teachers. Furthermore, it established a relationship between authentic assessment tools and teaching professional competencies. Social constructivist learning theory and the model of authentic assessment guided the study. The study employed a mixed research approach with an explanatory sequential research design conducted in two selected universities. The target population for the study was 650 third-year Bachelor of Science with Education (BSC.ED) students and instructors. A stratified proportional random sampling technique was used to select 240 third-year undergraduate science student-teachers, and six instructors were purposively selected based on their areas of specialisation. Data were analysed by using descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data. Findings indicate that authentic assessment was employed for formative and summative purposes; however, summative use was dominant. Similarly, the findings indicate that course instructors used authentic assessment tools to assess their students despite variations in use under education and science courses. Furthermore, variations showed that course instructors minimally employed authentic assessment tools, although they appeared to enhance the student teachers’ professional competence. The variations in the use of authentic assessment tools were observed in portfolios found to be minimally used in some education courses and not used at all in science courses. It was further revealed that there was a significant relationship between tools of authentic assessment and teaching professional competencies. It is argued in this study that authentic assessment tools are paramount if course instructors are to prepare the student teachers with desired professional competencies in terms of content, pedagogical and generic knowledge. In addition, the findings indicated that variations in authentic assessment tools could explain variations in the teaching professional competencies. For universities to prepare competent, experienced teachers, an authentic assessment policy in higher education institutions must ensure its full implementation.
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Nyinge, B. N. (2023). Authentic assessment practices for enhancing the acquisition of teaching professional competencies among undergraduate science student-teachers in Tanzanian universities, (Doctoral Thesis) The University of Dodoma.