University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development

Abstract

The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students’ learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics’ perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.

COVID-19’s Implications for Accounting Courses’ Competence Development: The Case of Portugal

“…Another methodology that has been pointed out as a contribution to the development of general competences is curricular internships, as mentioned by Paisey and Paisey (2010) in relation to Scotland and Covas et al (2017) in relation to Portugal. More recently, Ugwuanyi et al (2022) concluded that information technologies are indispensable for the implementation of formative assessment practices in higher education institutions in Nigeria. However, they found that gender and academic background influence teachers' perception of the use of these tools and their effective implementation.…”