Teachers' Perception of the Influence of Technological Advancement on Assessment
DOI:
https://doi.org/10.66545/shvcxv83Keywords:
Teachers' perception, Technology advancement, Assessment practicesAbstract
This study explores teachers' perceptions of the influence of Technology on assessment practices in education, employing a qualitative approach. Lecturers from College of Education, Katsina-Ala, Benue State were used as the population of the study. From a stratified random sampling, 130 participants were selected, and data were gathered through semi-structured interviews, allowing for in-depth exploration of their experiences, challenges, and views on the use Technology in assessments. The Teachers' Views on Technology in Assessment Evaluation Scale (TV-TIAES) was utilized, with construct validity achieved through experts' reviews. Thematic analysis uncovered nuanced insights, revealing that while Technology enhances efficiency through automated grading, increases flexibility in assessment design, and improves student engagement and motivation, it also raises concerns related to access, equity, and ethical
considerations. Findings highlight the need for equitable access to technology and professional development to fully harness its potential in educational assessments. Overall, the research uncovers a complex landscape where Technology presents both opportunities and significant challenges, underscoring the need for tailored professional support and ethical guidelines to ensure widespread benefits. Recommendations were therefore made in the areas of Enhancing Equitable Access to Technology, Implementation of Targeted Professional Development programmes, Establishment of Ethical Guidelines for Technology Use in Assessment as well as Encouraging a Blended Approach to Assessment.
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