COLLABORATIVE AND INNOVATIVE ASSESSMENT PRACTICES IN TEACHER EDUCATION PROGRAMMES: USAGE AND CHALLENGES

Abstract

This study is set to investigate the usage of collaborative and innovative practices in 
teacher education programmes, and the perceived challenges associated with the usage. 
Five research questions directed the study. The survey design used was descriptive. Three 
hundred (300) undergraduates and 60 Postgraduate students from public universities in 
Anambra state served as the study's sample, made possible by the use of multi-stage 
sampling procedure. A self-administered, verified questionnaire titled “Collaborative and 
Innovative Assessment Practices in Teacher Education Programmes Questionnaire” 
(CIAPTEPQ) served as the data gathering tool. The questionnaire's internal consistency 
was assessed using the Cronbach alpha method. This yielded a reliability coefficient of 
0.81. Data was analysed using descriptive statistics. The research issue was addressed, 
and the homogeneity of the respondents was ascertained using the mean and standard 
deviation. The findings revealed that innovative techniques like Self-assessment and 
reflection, Gamification and Simulation are not used in Anambra state higher institutions, 
but Online quizzes, Collaborative problem-solving and e-Portfolio are used most often It 
was recommended that faculty members and students should have a positive attitude 
towards embracing innovative assessment strategies by engaging in personal 
development to update their knowledge of technology-enhanced assessment devices. Interesting findings were made and some suggestions for improvement were 
recommended.