Examining the Role of Authentic Assessment Tools: Frequency and Their Influence on Pedagogical Competence among Undergraduate Science Student-Teachers in Tanzania

Abstract

Authentic assessment is an important area in the acquisition and demonstration of competencies. The study investigated authentic assessment tools in Higher Education Institutions in terms of frequency and relationship with pedagogical competence. The study employed a quantitative research approach with a descriptive survey design to describe the frequency and relationship between authentic assessment tools and pedagogical competence. The study involved 231 third-year undergraduate science student teachers who were selected by proportional stratified random sampling. The findings indicated that the frequency of using authentic assessment tools varied per tool, ranging from once per week for practical work and once per semester or year for teaching practice, portfolio, and project. Furthermore, findings indicated a significant relationship between authentic assessment tools and pedagogical competence. It was found that 66.2 per cent of the variations in pedagogical competence were explained by variations in the authentic assessment tools. The study concludes that the frequency of using authentic assessment tools determines the acquisition of competencies among students. Similarly, it is concluded that the usage of authentic assessment tools significantly relates to pedagogical competence. It is thus recommended that Higher Education Institutions formulate policies on the use of authentic assessment tools.