Authentic Assessment Tools: Implication to Enhancement of Learning among Undergraduate Science Student-Teachers

Abstract

Summative use of authentic assessment tools in universities is dominant despite its ineffectiveness in enhancing learning. The paper investigated the summative use of authentic assessment tools in enhancing learning among undergraduate science student-teachers in Tanzanian universities. It employed a mixed-method research approach with an explanatory sequential research design. The target population for the study was 650 undergraduate science student-teachers and 20 university instructors from two selected universities in Tanzania. The sample involved 231 undergraduate science student-teachers and six instructors selected by proportional stratified random sampling and purposive sampling procedures respectively. The questionnaires and semi-structured interview methods were used to collect data. Findings indicated the dominant use of authentic assessment tools on a summative basis. For instance, portfolios, practical work, and projects were found to be dominantly used on a summative basis while teaching practice was found to be minimally used on a summative basis. Furthermore, it was found that summative use of authentic assessment tools was dominant in some education courses and less dominant or not used at all in some science courses. It is concluded that the summative use of authentic assessment tools should not be emphasized if universities are to enhance learning among undergraduate science student-teachers.

Keywords

• authentic assessment
• portfolios
• practical work
• projects
• teaching practice