RUAHA CATHOLIC UNIVERSITY

This study investigated the perceptions of undergraduate science students in Tanzania regarding authentic assessment and its influence on competency acquisition. The study employed a qualitative research approach. It comprised 6 undergraduate science students from 2 higher education institutions in Tanzania. Data were collected using semi-structured interviews and thematically analyzed. Qualitative analysis of interviews discussions explored students' experiences, attitudes, and recommendations regarding authentic assessment practices. Benefits from authentic assessment were therefore evident as it created engagement, contextualized understandings, and learning through the development of skills. Challenges included pressure of time and lack of clarity on assessment criteria. Recommendations to improve such challenges included provision of clearly articulated guidelines and rubrics, opportunities for formative feedback, and integration of authentic assessment within the curriculum. The findings bear on practices and policies in education supporting a shift to congruence between assessment practices and learning objectives, as well as providing opportunities for instituting supports for authentic assessment to be carried out. With these challenges in hand, educators and policymakers may together create an authentic and impactful learning environment to equip undergraduate science students with necessary competencies for their future development.

authentic assessment, competency acquisition, perceptions, science education, undergraduate students