Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Abstract

Authentic assessment is perceived differently by instructors about competence acquisition. Sometimes instructors perceive authentic assessment positively but when it comes to the implementation process they do not do it accordingly implying negative perception. The study involved six (6) instructors from two higher education institutions in Tanzania. The two institutions included; the College of Natural and Mathematics Sciences at the University of Dodoma and Mkwawa University College of Education, a constituent College of the University of Dar es Salaam. Data were collected by using semi-structured interviews and analysed thematically. The findings showed that instructors differed in perceptions in terms of the authentic assessment tools used. Instructors in education courses insisted on the use of portfolios, seminar presentation and microteaching as authentic assessment tools. Those in science subjects namely biology and chemistry insisted on the use of practical work and projects as authentic assessment tools. The use of authentic assessment tools was perceived to be both formative and summative though summative use appeared to be dominant. The competences which were perceived by instructors to be acquired from authentic assessment tools included content, pedagogical, and generic competences. The study is concluded by calling for clear policies on authentic assessment for all instructors to have a common perception on their uses concerning competences acquisition.