University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development

Christian S Ugwuanyi,Chinedu I O Okeke,Matseliso L Mokhele-Makgalwa

doi:10.5430/ijhe.v11n1p1

Abstract

The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students’ learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics’ perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.

Highlights

The place of formative assessment practices in the assessment of students’ learning outcomes cannot be overemphasized
Gaylard (2015) found that effective online formative assessment can nurture an assessment-centered focus through effective formative feedback and enhanced students’ commitment to learning
Based on the findings of the study, the researchers concluded that information technology (IT) tools are indispensable for the effective implementation of formative assessment practices in institutions of higher learning

Summary

Introduction

The place of formative assessment practices in the assessment of students’ learning outcomes cannot be overemphasized. Through formative assessment, teachers understand what needs to be changed during classroom instruction to enhance learning by the students (Nyberg & Olander, 2015). Black and Wiliam (2018) opined that formative assessment usage results in the understanding of the learning outcomes to enhance the transfer of learning to a similar situation. A possible solution to this ugly situation is the integration of IT tools into formative assessment practices. According to Black and William (2009), formative assessment (FA) helps the teacher to understand the progress in the students' achievement to make adequate arrangements for further learning. Effective use of formative assessment has resulted in enhanced student achievement in various educational contexts (Shirley & Irving, 2015). Researchers have advocated for concurrent use of both FA and summative assessment (SA) (Bernholt et al, 2013)

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Results

Discussion

Conclusion