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

Abstract

The study was concerned with the uses of authentic assessment tools in higher education institutions, particularly portfolios and practical work. The study employed the mixed method research approach with the explanatory sequential research design. The sample for the study involved 231 third year undergraduate prospective science teachers who were selected randomly and 6 instructors who were purposively selected from two higher learning institutions. Data was collected by using a questionnaire and a semi-structured interview. The findings indicated that authentic assessment tools namely portfolios and practical works were used both formatively and summatively though summative use was dominant. Portfolios were found to be minimally used both for formative and summative purpose. Findings from interview indicated that awareness on the formative uses of authentic assessment tools among instructors was minimal since summative use of such tools was observed to be dominant. It is concluded that the use of authentic assessment tools ranged from formative to summative, though summative was more dominant. Therefore it is recommended that there should be policy on the authentic assessment in higher education institutions to guide the effective use in both summative and summative aspects.