东南地缘政治地带21世纪高等教育课堂从传统评估到真实评估的转变

IF 0.9 Q3 EDUCATION, SPECIAL British Journal of Special Education Pub Date : 2023-08-15 DOI:10.37745/bje.2013/vol11n104662
I. J. Chikezie, Amaka Charity Okoye
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引用次数: 0

摘要

本文研究了高等院校,特别是21世纪的课堂,从传统评估方法到真实评估方法的转变。本文将重点探讨学生对传统和真实的评估方法的偏好,以及向真实的评估方法过渡的好处和挑战,这种评估方法强调现实问题的解决和知识和技能的应用。本研究采用描述性调查研究设计,以四个研究问题和四个假设为指导。人口将包括来自尼日利亚东南地缘政治区高等院校的学生。采用简单随机抽样和偶然抽样技术,从五所大专院校抽取了1838名学生。数据收集工具是“21世纪课堂问卷中传统与真实的评估方法”(CAAM21CCQ)。该仪器分别改编自Saher等人(2022年)和Fatmawati(2018年)。采用Cronbach Alpha估计仪器的信度系数为0.813。使用谷歌表格给药。使用描述性统计回答了研究问题。然而,假设在0.05 α水平下进行检验,采用配对t检验、独立t检验和单因素方差分析(ANOVA)。研究结果表明,学生更喜欢评估方法和真实的评估,以促进21世纪技能的发展。此外,学生对真实评估方法的挑战和基于性别和课程的实施策略的看法没有统计学上的显著差异。除其他外,还建议教育工作者在必要时将传统的和真实的评价方法结合起来。
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Transition from Conventional Assessment to Authentic Assessment Methods in Tertiary Education 21st Century Classroom in South-East Geo-Political Zone
This paper investigates the shift from conventional assessment methods to authentic assessment methods in tertiary institutions particularly, in the 21st century classrooms. The paper will focus on exploring students’ preference for conventional and authentic assessment methods, the benefits and challenges of transitioning to authentic assessment methods which emphasizes real-world problem-solving and application of knowledge and skills. Descriptive survey research design was deployed in the study, guided by four research questions and four hypotheses. The population will comprise students from tertiary institutions in South-East geo-political zones in Nigeria. A sample of 1838 students was drawn from five tertiary institutions using simple random sampling and accidental sampling techniques. The instrument for data collection was the “Conventional versus Authentic Assessment Methods in 21st Century Classroom Questionnaire” (CAAM21CCQ). The instrument was adapted from Saher et al. (2022) and Fatmawati (2018) respectively. The estimated reliability coefficient of the instrument using Cronbach Alpha was 0.813. the instrument was administered using Google forms. The research questions were answered with using descriptive statistics. Whereas, the hypotheses were tested at 0.05 alpha levels using paired t-test, independent t-test and one-way analysis of variance (ANOVA) as appropriate. Findings indicated that students prefer both assessment methods and authentic assessment foster development of the 21st century skills. Further, no statistically significant difference was found on students’ perception on challenges of authentic assessment methods and the implementation strategies based on gender and programme. It was recommended among others, that educators should combine conventional and authentic assessment methods when necessary.
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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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