Online formative assessment practices among academics of tertiary education in Sokoto State, Nigeria

Abstract

Purpose: This study examines the effect of two main factors, that is, lack of knowledge of ICT, and the availability of ICT facilities such as hardware, software, and internet access, which identified to be the common barriers towards practicing online formative assessment. Theoretical framework: Many educational institutions have been urged to adopt online learning due to the development of communications and digital device technology as well as the COVID-19 pandemic that ravaged the world in the previous two years. The shift from offline to online mode affects how formative assessment should be conducted during teaching and learning. The lack of knowledge of information and communication technology (ICT) and ICT facilities are prevalent in Nigeria. Design/methodology/approach: This study employed a survey design to examine online assessment feedback practice as well as factors contributing to the practices among 256 academics in one tertiary education in Sokoto. Descriptive and inferential statistical analyses were used. Findings: Online formative assessment feedback practice is at low level due to lack of knowledge of software applications and facilities. Research, Practical & Social implications: Government needs to invest more on educational technology by providing adequate ICT facilities in tertiary institutions in Sokoto, as well as offering suitable trainings on ICT literacy for academics. Originality/value: Online formative assessment contributes to enhancement in educational attainment and efficiency in learning and teaching.