This study examined the role of lecturers’ innovative assessment strategies in fostering critical thinking among teacher-trainees of universities in Plateau State. The population of the study consists of all teacher trainees from two public universities in Plateau State. The study adopted a survey research design with a sample of 180 lecturers who are teacher-educators drawn from the population. Three research questions and two null hypotheses were formulated to guide the study. An instrument developed by the researcher titled: “Innovative Assessment Strategies for Critical Thinking Scale” (IASCTS) was used for data collection. The validity of the instrument was established using experts in Measurement and Evaluation from the Federal University of Lafia, Nasarawa State. The reliability of the instrument was established using the Cronbach Alpha technique with coefficient 0.76. Data analyses were done using mean and standard deviation to answer there search questions, while one-way ANOVA was used to test the corresponding null hypotheses. The findings revealed that the most used assessment strategy in teacher education was the final examination at the end of the course, while the least used is field trip. Furthermore, the major factor hindering lecturers’ use of innovative assessment strategies to foster critical thinking is the high enrollment of students, while the least factor is inadequate support from fellow lecturers. Based on some of the aforementioned findings, it was recommended that there should be improved in-service training for teacher educators in the development and use of innovative assessment strategies in Plateau State among others.
Written By
Dr. Lega Asoloko Ezekiel
Department of Educational Foundations
Federal University of Lafia
08139670065
legaezekiel@gmail.com
Ebi Hannatu
Department of Educational Foundations
Nasrawa State University Keffi
07067032754
hannatuebi@gmail.com
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