International Journal of Educational Assessment and Evaluation

This study examined the power of teachers’ portfolios on planning physics lessons as a form of authentic assessment in public secondary schools in Moshi District Council, Tanzania. A convergent mixed-methods approach was applied using the Reflective Practice Theory (RPT). The study targeted 2830 individuals, including school heads, physics teachers, students, and District School Quality Assurance Officers. Sampling methods included simple random, stratified random, and expert sampling, yielding 363 respondents. Assessment experts ensured validity, while reliability was confirmed using Cronbach’s alpha (0.84 for teachers and 0.79 for students). Trustworthiness was established through peer debriefing and triangulation. Quantitative data were analyzed using percentages, frequencies, and mean scores, while qualitative data underwent thematic analysis. The study revealed that while teachers prepare portfolios, poor organization and limited accessibility hinder effectiveness. It was concluded that teacher portfolios are powerful assessment tools that provide evidence of students’ learning. The study recommends improving portfolio organization to better track student learning and provide constructive feedback for improved teaching outcomes. Full article

The study aimed to demystify the functionality of Group-work Assessment practices on students’ active learning in English in public secondary schools in the Same district, Tanzania. The study adopted a mixed-methods approach with a convergent research design. The target population for this study was District Educational Quality Assurance Officers, teachers of English language subjects, heads of language departments and form three students. Stratified random and purposive sampling procedures were employed to obtain a sample of 402 respondents. Data for the study were gathered using interview guides and questionnaires. Qualitative data from the interview guides were analyzed thematically by transcribing material, coding it and creating themes based on the study questions. Quantitative data were analyzed using descriptive statistics in the form of percentages, frequencies, and mean scores. The researcher adhered to research ethics, such as regards anonymity and confidentiality. The study found that teachers of English use group work assessment to a great extent, whereby group work presentations were mostly used by teachers. It was also revealed that teachers of English use group problem-solving activities during the assessment process to a great extent; hence, active learning is enhanced. Moreover, teachers of English were found to use students’ group debates in the assessment process to a moderate extent. The study concludes that group work presentations were used by most teachers of the English language to enhance active learning. It was recommended to teachers of English language to change their mindset and be open-minded to embracing various authentic assessment practices in enhancing active learning. Full article

This study investigated a comparative analysis of educational assessment frameworks among higher institutions in the South-South Geopolitical Zone of Nigeria, which consists of universities, polytechnics, and colleges of education. The design for the study is a Comparative Cross-Sectional Design. The population for the research is deans of faculties and schools, heads of departments and students of the higher institutions in the geopolitical zone. A purposive sampling technique was adopted to select 20 deans, 80 heads of departments, and 600 students. The researcher studied how higher institutions in the South-South Geopolitical Zone of Nigeria utilizes summative, formative and diagnostic assessments to evaluate students’ performance and how they align with national and international standards and best practices. It also finds out how Bloom’s Taxonomy of cognitive, affective and psychomotor domains are been applied in the various higher institutions. The instruments used for the study are questionnaires and interview techniques. The validity of the instrument was established using expert judgement, while the reliability was established using the test-retest method with a reliability coefficient of 0.75. The instruments were administered to the respondent, and analysis of the data revealed that higher institutions rely heavily on summative evaluation, but there is limited use of formative and diagnostic evaluations, which leads to gaps in continuous feedback and student development. The study also identified significant challenges. Additionally, it was noted that higher institutions have adopted Bloom’s Taxonomy, but with little emphasis on the affective domain. Conclusions were drawn, and recommendations were made. Full article