Differences between Portfolio and Traditional Test to Prospective Teachers’ Academic Achievement: A Case of Ruaha Catholic University, Tanzania
Author: Baraka Nyinge (University of Dodoma, Tanzania) Abstract: The use of portfolios towards prospective teachers’ competence acquisition as compared to tests has been of concern to most scholars worldwide. This study therefore sought to determine differences between test and portfolios in academic achievement among Ruaha Catholic University prospective teachers. It involved the use of descriptive […]