{"title":"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","authors":"I. J. Chikezie, Amaka Charity Okoye","doi":"10.37745/bje.2013/vol11n104662","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transition from Conventional Assessment to Authentic Assessment Methods in Tertiary Education 21st Century Classroom in South-East Geo-Political Zone\",\"authors\":\"I. J. Chikezie, Amaka Charity Okoye\",\"doi\":\"10.37745/bje.2013/vol11n104662\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":46054,\"journal\":{\"name\":\"British Journal of Special Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2023-08-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Special Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37745/bje.2013/vol11n104662\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Special Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37745/bje.2013/vol11n104662","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
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.
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.