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| Preschool teachers' knowledge of Authentic assessment in Ilorin West Local Government Area of Kwara State
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Olumuyiwa Ayobami AJAYI (Ph.D), Hafees Tosin SULYMAN (Ph.D) & Rahmat BADMUS
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Abstract:
Authentic assessment is the idea of using creative learning experiences to test students' skills and knowledge in realistic situations. Authentic assessment measures pupils' success in a way that is relevant to the skills required of them. It has been observed that preschool teachers do not have knowledge of authentic assessment which make them result to use of test as a medium of assessing pupils' performance in schools. Unknown to them, test could only measure the cognitive development of pupils leaving other developmental domains. A series of research has been conducted to solve this problem using different variables, but the problem still persists. However, none of the study has looked at the preschool teachers' knowledge of authentic assessment in Ilorin West local Government Area of Kwara State which is the research gap this study aims to fill. Descriptive survey research design was used for this study. The population of this study comprised all pre-school teacher in Ilorin West Local Government Area of Kwara State. This study used simple random sampling technique to select 10% of the total population of preschools in Ilorin West Local Government Area of Kwara State i.e. 30 preschools were used for this study in which 3 teachers were selected in each sampled school. Data collected for this study was subjected to appropriate statistical analysis using the descriptive statistics of frequency, percentage, mean for demographic data, inferential statistics of t-test and analysis of variance was used to test all the hypotheses and research question. The significance level for testing hypotheses was 0.05. The findings of the study revealed that academic qualification and preschool teachers' specialization all have significant differences in preschool teachers' knowledge of authentic assessment. Considering the findings and the conclusions drawn in this study. It was recommended that; Teachers should have more knowledge of authentic assessment in order to build relationship with children and pay attention to them. Teacher's seminars on authentic assessment in teaching and learning should be intensified by both state and federal government to make them comply with teaching and learning process.
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