Exploring the Relationship between Authentic Assessment and Teaching Professional Competence Acquisition among Undergraduate Science Student-Teachers in Higher Education Institutions in Tanzania

Abstract

Authentic assessment has garnered significant interest among scholars in Higher Education Institutions (HEIs) globally. This study investigated the relationship between authentic assessment and the acquisition of teaching professional competencies among undergraduate science student-teachers in HEIs in Tanzania. Utilizing a quantitative research approach with a descriptive survey research design, we sampled 231 third-year students enrolled in the Bachelor of Science with Education (BSC. ED) Programme. Data were collected through questionnaires and documentary review, and analyzed by using inferential statistics, specifically through multiple linear regressions. The findings indicate a positive relationship between authentic assessment and teaching professional competencies. Furthermore, the results demonstrate a positive relationship between authentic assessment tools such as portfolios, projects, teaching practice, and practical work, and specific competencies including content, pedagogical, and generic knowledge, albeit with variations depending on the tools employed. This study argues that the implementation of authentic assessment positively correlates with the acquisition of teaching professional competencies among undergraduate science student-teachers in HEIs. To ensure students attain teaching professional competence essential for navigating the labor market economy, course instructors must prioritize the utilization of authentic assessment tools.

Keywords

• authentic assessment
• content competence
• pedagogical competence
• professional competence
• undergraduate science student-teachers