Utilization Of Authentic Assessment Method Among Basic Education Teachers In Nigeria

Abstract

The study was designed to assess the level of utilization of authentic assessment as personal method among basic education teachers and to determine whether their level of utilization of authentic assessment as influenced by teacher’s gender and teaching interest. The study was a survey, with questionnaire as instrument for data collection. Basic education teachers in Cross River State were sampled for the study using stratified sampling technique to select 722 teachers. Three hypotheses were tested using t-test and Pearson correlation analysis. The findings were as follows: (i) Nigerian basic education teachers sampled displayed a significant high utilization of authentic assessment method, (ii) Gender had no influence on utilization of authentic assessment and (iii) There was a significant positive relationship between teaching interest and utilization of authentic assessment. Based on the findings some important recommendations were made. It is therefore recommended that administrators of Nigerian Universal Basic Education and State governments should be bold enough to give the teaching profession its pride of place, and significantly motivate the workforce at that foundation level of our educational system, if the secondary and tertiary levels are to be effective.