Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania
Author: Baraka Nyinge (Department of Educational Psychology and Curriculum Studies, University of Dodoma, Tanzania) Abstract: The study was concerned with the uses of authentic assessment tools in higher education institutions, particularly portfolios and practical work. The study employed the mixed method research approach with the explanatory sequential research design. The sample for the study involved […]