Abstract:
This paper examined knowledge and use of authentic assessment techniques (a performance based assessment requiring learners to utilize their knowledge in a meaningful context) among lecturers in Botswana College of Agriculture. A simple random sampling technique was used to select 40 lecturers from 96. The results show that in terms of use, 47.5% of lecturers use authentic assessment while 52.3% do not. Lecturers were more knowledgeable on items such as authentic assessment requires students to apply skills and abilities as they would in real life (100%); and authentic assessment involves direct examination of student's ability to use knowledge to perform a task that is encountered in real life (100%). The most prominent constraint to the use of authentic assessment is that it is time consuming (90%). Significant determinants were teaching experience (t =3.61), educational level (t=4.36), holding administrative positions (t=-4.71) and knowledge of authentic assessments (t = -3.90). It is important therefore that the use of authentic assessment is popularized among lecturers.
Keywords:
Botswana, lecturers, authentic assessment
 Oladele_March 2011 NACTA JOURNAL-12.pdf | [ ] | 108 kB |
